vocabulary presentation stage

What is ‘Presentation, Practice, Production’ (PPP)?

And how can i best use it in my classroom.

Presentation, practice, production (PPP) is a lesson structure, a way to order activities in your lessons.

Although quite old and heavily criticised over the years, PPP is probably the most commonly used lesson structure in teaching English to foreign learners today. It’s also still widely taught to new teachers and seen on initial teacher training courses like the CELTA and CertTESOL.

Most course books that you’re likely to use will structure their chapters in ways similar or the same as PPP, meaning that you’ll get a lot of exposure to this method.

As the name suggests, there are three stages to this lesson structure, which we’ll look at now.

Thanks for reading Barefoot TEFL Teacher! Subscribe for free to receive new posts.

The ‘presentation’ stage

This is where the language is introduced, or ‘presented’ to the learners, usually by introducing a context or situation. For example, you could:

Tell or act out a short story or anecdote ( “I woke up this morning with a nasty cold… AHHH-CHOOO! I went to the doctor and…”)

Play a short audio clip

Show a clip from a movie or TV show.

Show objects you’ve brought in (e.g. newspaper cuttings, plane tickets, hobby materials)

The aim is to ensure students understand the context and get them thinking about it. You could elicit ideas or suggestions from students, get them to talk to each other about what they know or think about the situation, etc. This also helps them start to remember the language and vocabulary they already know about the topic (or ‘activate the schemata’, if you want the fancy term for it).

The ‘practice’ stage

The ‘practice’ stage is when students use the language in a controlled way. This stage is sometimes divided into two — a controlled practice and a freer practice. Again, among many things, you could get students to:

Drill sentences or sounds, chorally or individually.

Substitution drill in pairs

Sentence matching activities

Gap-fill exercises

Pair work asking and answering questions

The aim of this stage is accuracy . Error correction is important in this stage, so monitor the students closely and take time to correct errors immediately. A delayed error correction section after the activity would be useful for target language errors that seem to be common.

The ‘production’ stage

The ‘production’ stage is where the language is used more openly. Things like:

Communication tasks

Collaborative tasks

Discussion activities

The focus of this stage is using the language as fluently and naturally as possible , as students would do outside of the classroom.

Theory behind Presentation, Practice, Production

This is where PPP gets criticised. It started in the 1960s, and language learning theory has developed considerably since then. Academics who study second language acquisition get annoyed at how PPP doesn’t tick any of the boxes for how we’re supposed to learn a language and yet is still so widespread.

Some learning assumptions behind presentation, practice, production are:

Students should be told the grammar rules and then practice them (a deductive approach).

Language learning is a skill like any other and should be practised as such.

There should be a high level of teacher control, slowly handed over to learners as the lesson progresses.

Language is a series of items that can be learned in sequence.

The target language should be practised by removing unnecessary language to help focus.

All of these have been shown that this isn’t how we best learn languages (in fact, the opposite is largely true!).

However, it isn’t all bad. Here’s my opinion on the advantages and disadvantages of PPP:

It’s easy to learn for new teachers.

It’s very flexible.

It’s easy to plan for and has a logical progression.

It works for most types of classes, including larger classes.

Most course books use this or a similar method to structure their lessons and chapters.

Disadvantages

Research shows that it may not be the best way to teach/learn a language.

Weaker learners may overuse the target language from the practice session, so it sounds unnatural.

Learners may not know how to use the target language in different contexts.

It can be boring if used repeatedly for higher-level students.

Thoughts on Presentation, Practice, Production

Academics are often far removed from the classroom and the real world, studying the individual phenomenon in isolation.

I’ve often seen a light bulb moment for students whilst teaching PPP (although one could argue that it’s not strict PPP, and it’d be hard to isolate the teaching method from other variables). Teaching over a period of time with this method, you do see students improve. Consider also that it’s not done in isolation — you should be getting your learners to interact in English naturally and read extensively outside of class, for starters.

Presentation, practice, production works. Maybe not as well as something like task-based learning (TBL), but TBL takes longer to plan and implement, which becomes very difficult when your teaching hours are high.

Sure, so it might not be theoretically perfect, but it does work.

How to adapt the PPP method

Also, I believe it has evolved from the ‘traditional’ PPP approach described above. Here are some ways you can adapt the classic PPP structure:

Spend more time in the presentation stage eliciting.

Turn the deductive aspect of explicit grammar instruction into an inductive aspect (so learners have to figure out the patterns themselves).

Add collaborative tasks during the practice stage, which learners must use the target language to complete successfully.

Include meta-learning strategies so students can learn how to learn.

Include more incidental language throughout the class so learners hear language in a more natural context.

Change the final stage into a task, such as you’d find in task-based learning .

These changes turn PPP into something else, a blended approach that addresses many of the criticisms of PPP.

Other structures have sought to improve upon the model of PPP. Variants include ESA (engage, study, activate) and CAP (context, analysis, practice)

However, the simplicity of PPP and its notoriety have kept it the most widely used model. I doubt it’s going away any time soon.

If you liked this article, you’ll love my books:

📝 Lesson Planning for Language Teachers - Plan better, faster, and stress-free (4.5 ⭐ , 175 ratings).

👩‍🎓 Essential Classroom Management - Develop calm students and a classroom full of learning (4.5 ⭐, 33 ratings).

🏰 Storytelling for Language Teachers - Use the power of storytelling to transform your lessons (4.5 ⭐, 11 ratings).

🤖 ChatGPT for Language Teachers - A collection of AI prompts and techniques to work better, faster (4.5 ⭐, 10 ratings).

💭 Reflective Teaching Practice Journal - Improve your teaching in five minutes daily (4.5 ⭐, 16 ratings).

📄 PDF versions available here.

Ready for more?

EnglishPost.org

PPP Framework in Teaching: Presentation, Practice and Production

The PPP Teaching Framework is a model to describe the typical stages of language teaching lesson.

The PPP Teaching framework consist of four main stages:  Warm-up, Presentation, Practice and Production and is used to teach speaking and writing lessons.

There is a variation when we use this framework to teach Listening and Reading skills .

The framework that we use to teach passive skills is the PDP framework which stands for Pre, While and Post

Let’s check all that you need to know to use the PPP Framework correctly

Table of Contents

PPP Framework: Criticism

Stages of the ppp framework, presentation, important considerations when planning lessons, considerations when teaching listening and reading, how to teach listening, how to teach reading , questions to ask yourself when creating ppp or pdp lessons, short quiz: how much did you learn, more on english language teaching.

This framework for teaching language classes is often criticized because:

• It forces students to use certain grammar structures and vocabulary.
• Since it forces students to use a target structure and vocabulary, this reduces the learner opportunities to use the language in spontaneous ways.

These are the stages of the PPP Framework:

• It’s an activity at the start of the class to warm up the learners. They tend to be short, dynamic activities.
• It is recommended that the warm- up is related to the topic studied during that class. 
• In my opinion, the most important thing about a dynamic warm-up is that you continue with dynamic activities  during the presentation, practice and production stage.

In the presentation stage, teacher introduces:

You can introduce the vocabulary and grammar in two different ways.

• Deductively : This involves the learners being given a general rule, which is then applied to specific language examples
• Inductively:   This approach starts with examples and asks learners to find rules

Important things to take into account:

• Choose the vocabulary and grammar structures necessary for your students to succeed.
• Don’t introduce vocabulary and grammar that won’t be used during the lesson.
• Try not to introduce lots of words. Keep new words to a maximum of 20 per lesson.
• Get students involved in the presentation of the vocabulary and grammar so you can reduce teacher talking time and encourage learner-centered instruction

The practice stage aims to provide opportunities for learners to use the target structure and vocabulary used during class.

This stage is also controlled practiced since the tasks prepared by the teacher have  controlled results.

Teacher should try to use the vocabulary and structures during the presentation stage for obvious reasons:

• What’s the point of introducing vocabulary and grammar you aren’t going to use?
• How can you expect students to succeed if you use different vocabulary and grammar to the one you taught in the presentation stage?

All meaningful activities which give students the opportunity to practice the language more freely.

It  is impossible to be wrong if:

• Your activities encourage peer to peer interaction.
• Students are taught grammar inductively.
•  Your lesson is made up of task that maximize student talking time.
• Students stand up and talk to others.
• There are games and activities that are fun and meaningful.
• Your scaffolding is good because students can do what you want them to do.

The Presentation, Practice and Production is usually used to teach speaking, writing or grammar.

If you want to focus on listening and reading, you have to take into account the PDP Framework

This framework is an approach to teaching reading and listening skills lessons.   

PDP means Pre- During (while) and Post

The basic idea is:

• Try to help students to know a little about what they’re going to read or listen before they read or hear it
• Give them a reason to read or listen by setting questions or other reading listening tasks
• Ask them to do something with the information they get from the reading or listening. 

The Framework for teaching listening is called Pre, While and Post.

Check out these resources to understand more about this framework

• 12 Types of Pre-Listening Activities
• 12 Examples of While-Listening Activities
• 10 Types of Post-Listening Activities for the ESL Classroom.

The Framework for teaching reading is called Pre, While and Post

• Stages for Teaching Reading
• 15 Examples of Pre-Reading Activities
• 10 Examples of While-Reading Activities
• 10 Examples of Post-Reading Activities
• Making Reading Communicative

These are some important questions that you should ask yourself when creating a PPP or PDP Lesson.

• Are the activities of the PPP lesson plan linked to each other?
• Are the activities of the PDP lesson plan linked to each other?
• Do the activities belong to the right stage of the lesson? For example, is the pre-reading activity an actual pre-reading activity?
• Is the lesson plan based on reality and not on impossible and unrealistic expectations
• Is the evaluation strategy measuring what you need to measure?
• Are activities engaging to the learner?

These are some statements that you should analyze and assign to a category of the PPP Framework

The categories being: Presentation (A), Practice (B) and Production (C)

• Teacher directs the activities during this stage ( )
• Teacher provides feedback to students ( )
• Activities include drills and multiple choice exercises ( )
• Students produce oral and written texts ( )
• Teacher uses visual aids to demonstrate a situation ( )
• Teacher describes grammar rules ( )
• Activities include oral presentations by the students ( )
• The teacher doesn’t necessarily intervene in this stage ( )
• Language is presented in context ( )
• Exercises in this stage can be productive or receptive ( )

I hope that you found everything that you were looking for about the PPP Framework

These are some posts with more ideas and information to teach English

• 5 Challenges English Language Learners Face
• 10 Characteristics of Teacher-Centered Instruction
• The Most Effective Classroom Seating Arrangements
• 15 Awesome ESL Games and Activities
• ESL Classroom Activities: Dictogloss
• Approaches and Methods in Language Teaching

I am Jose Manuel, English professor and creator of EnglishPost.org, a blog whose mission is to share lessons for those who want to learn and improve their English

Related Posts

13 Examples of Post-Reading Activities

34 Great Ways to Teach English with Technology

Syllabus Design: Situation Analysis

• Headphones for Schools
• Customer cases
• Become a reseller

Language education , Language Teaching Strategies

Using the ppp lesson structure to teach grammar and vocabulary.

More about us

Understanding the grammatical elements and key vocabulary of a language are essential parts of achieving a good degree of fluency. Without them, it is pretty difficult to communicate clearly with a native language speaker. Grammar and vocabulary can therefore be seen as structural parts of a language and usually require a specific teaching methodology to deliver effectively.

Deductive approaches to teaching grammar and vocabulary are commonly used in this regard and form part of initial teacher training courses like the CELTA and CertTESOL . In such approaches a teacher presents a rule / structure to the class and the class then produces language based on that rule. This technique easily fits into a lesson structure known as PPP (Presentation, Practice and Production) . This blog post explores the PPP language lesson plan structure in detail, outlining how and where it can be most effectively used in English language and foreign language teaching classrooms.

The PPP lesson structure

As outlined in the image above, the PPP model consists of three progressive stages, which combine to engage and motivate language learners. Best practice suggests that a 60-minute lesson should feature equal time (i.e 20 minutes) to each stage – language teachers can therefore plan out their lessons in advance allowing enough time to address any issues that students may encounter. It is worth noting that this structure therefore works best with classes of uniform ability – otherwise less able students can be left behind if the key learning outcomes have not been fully understood. (Remember to check out our other post for ideas on how to tailor lessons based on students’ different language levels ).

Let’s work through each of the PPP stages in turn.

1. The ‘Presentation’ Stage

In this stage the teacher presents the new grammar concept or vocabulary in a meaningful context or situation to their learners. Building up stories on the board, using realia (e.g newspaper cuttings, household items, hobby materials), flashcards and miming are fun ways to present the language. Short audio or film clips can also be highly effective. 

The aim of this stage is to ensure that the students understand the context you are presenting and to get them to start thinking about it. Always try to get their thoughts on the context you’ve presented – ask them if they have been in this situation, has a family member? How did it make them feel and what happened next? This helps students to bring the situation to life and helps them remember previous scaffolding on the topic (i.e grammar and vocab that they already know). 

2. The ‘Practice’ Stage

In this stage, students begin to use the elements of the target language that they learnt previously through activities developed by the educator. The stage is usually controlled by the teacher and learners practice saying or writing the language structure or vocabulary correctly. Teachers should certainly model and correct if mistakes occur.

Typical practice stage activities include:

• Drill sentences / sounds – individually, in pairs or whole class
• Multiple-choice exercises
• Gap fill tasks
• Directed, paired conversation practice

The aim of these practice activities is building students’ accurate use of target language. If common errors persistently occur, then a specific exercise or recap session might be useful.

3. The ‘Production’ Stage

Once learners have demonstrated that they fully understand the key learning points and are able to demonstrate this without mistakes in controlled exercises, they can move onto the (free) production stage. In this stage, students are encouraged to use the target language as fluently and naturally as possible to replicate use outside of the language classroom.

Typical production stage activities include 

• Communication tasks (e.g presentations, speeches, debates, articles)
• Collaborative tasks
• Discussion activities

In this stage the teacher should not intervene or correct whilst students are “producing” language. Rather if mistakes have been made, it is better to address them after the exercise has been completed.

Advantages and disadvantages of the PPP lessons in language teaching

As with all language teaching strategies and lesson structures, the PPP approach is not 100% guaranteed to work brilliantly in all classrooms and with all students. A review of the literature relating to the PPP approach identifies a number of advantages and disadvantages which we summarise below.

• The PPP method is easy to adopt and is good for new language teachers
• The approach is widely applicable and can be used very flexibly
• It’s easy to plan a lesson around and has a clear, logical structure for students (and educators) to follow
• Evidence suggests that teachers trained on this method are more likely to use new teaching methods than those who do not.

Disadvantages

• It encourages and prioritises accuracy over fluency
• The presentation stage is too teacher-focused and has limited student engagement
• It can become boring to students if used repeatedly, particularly for higher language proficiency students
• Research suggests that it might not be the most effective way to teach or learn a language

As always, our recommendation would be to test it and try it in your setting and then tailor it to your specific circumstances. Maybe see how some form of learner-focused guided discovery could be incorporated into the presentation stage. Collaborative learning activities could, for example, also be included in the practice stage and a task, such as you might find in a task based learning approach would also fit well into the final stage.

How do Sanako products help educators to teach using the PPP lesson plan?

Sanako produces a range of language learning and teaching tools that help educators to improve their students’ reading skills. For example our browser-based language teaching solution Sanako Connect supports educators across all stages of the PPP language teaching approach.

• PRESENTATION – Educators can create distinctive contexts and situations in Sanako Connect using a wide variety of easily uploadable stimulus materials including text files, PDFs, presentations, audio clips, video, and web pages.
• PRACTICE – Test students’ understanding of grammar concepts and key vocabulary by creating exercises and questions for them to answer through gap-fill and multiple-choice quizzes.
• PRODUCE – Students can be easily divided into pairs or group discussions and be assigned role play and discussion activities. Outputs and deliverables can be collected, and reviewed on the same platform.

If you’d like to find out more about how Sanako’s dedicated language teaching solutions could transform your approach to teaching English or other modern languages, please contact us now to arrange your FREE demo!

This blog post was last updated 26 September, 2023.

Block "feature-request-pop-up" not found

Become a partner

52 Phrases for Better Flowing English Presentations

/ Steven Hobson / Business English , English Presentations , Vocabulary

Do you give English presentations at work, but feel that you could communicate your message in a more objective, fluid way?

Maybe you have an English presentation coming up and want to make sure that your speech is clear and structured so that your audience doesn’t lose concentration and stays with you all the way to the end.

A technique that can help you achieve objective, clear, and structured English presentations, is to use linking phrases that join the separate parts of your presentation together.

English presentations normally consist of an introduction, the main body, individual parts of the main body, and the ending or conclusion.

To help maintain your audience’s attention, you need to signal when you are going from one part to another.

In this article, I teach you 52 phrases that do exactly this – linking the different parts together, and therefore, making your presentation flow better. You’ll find that these phrases will act as ‘signposts’ for the audience when you finish one part and start another.

52 Phrases to Improve the Flow of Your English Presentations

The introduction.

All good presentations start with a strong introduction.

There are a number of different ways you can begin your English presentation. Here’s a simple, but effective introduction structure which works for most types of business presentations:

Introduce – Introduce yourself and greet your audience. Introduce the presentation topic – Explain the reasons for listening. Outline – Describe the main parts of the presentation. Question policy – Make it clear to your audience when they can ask questions: during or at the end?

Here are some phrases which you can use to structure the introduction in this way:

1. Good morning/afternoon (everyone) (ladies and gentlemen). 2. It’s a pleasure to welcome (the President) here. 3. I’m … (the Director of …)

Introduce the presentation topic

4. By the end of the talk/presentation/session, you’ll know how to… / …you will have learned about… / 5. I plan to say a few words about… 6. I’m going to talk about… 7. The subject of my talk is…

8. My talk will be in (three parts). 9. In the first part… 10. Then in the second part… 11. Finally, I’ll go on to talk about…

Question Policy

12. Please interrupt if you have any questions. 13. After my talk, there will be time for a discussion and any questions.

 Main Body

Now that you have finished the introduction, we now need to transition to the main body, and its individual parts in a smooth way.

There are three parts of the main body of a presentation where linking phrases can be used:

Beginning the Main Body Ending Parts within the Main Body Beginning a New Part

Here are some phrases which you can use for these parts:

Beginning the Main Body

14. Now let’s move to / turn to the first part of my talk which is about… 15. So, first… 16. To begin with…

Ending Parts within the Main Body

17. That completes/concludes… 18. That’s all (I want to say for now) on… 19. Ok, I’ve explained how…

Beginning a New Part

20. Let’s move to (the next part which is)… 21. So now we come to the next point, which is… 22. Now I want to describe… 23. Let’s turn to the next issue… 24. I’d now like to change direction and talk about…

Listing and Sequencing

If you need to talk about goals, challenges, and strategies in your English presentation, listing phrases can help link these together and improve the flow of your speech. If you have to explain processes, sequencing phrases are helpful:

25. There are three things to consider. First… Second… Third… 26. There are two kinds of… The first is… The second is… 27. We can see four advantages and two disadvantages. First, advantages… 28. One is… Another is… A third advantage is… Finally…

29. There are (four) different stages to the process. 30. First / then / next / after that / then (x) / after x there’s y. 31. There are two steps involved. The first step is… The second step is… 32. There are four stages to the project. 33. At the beginning, later, then, finally… 34. I’ll describe the development of the idea. First the background, then the present situation, and then the prospect for the future.

After you have presented the main body of your English presentation, you will want to end it smoothly.

Here are typical sections transitioning from the main body to the ending of the presentation, and then inviting the audience to ask questions:

Ending the Main Body Beginning the Summary and/or Conclusion Concluding An Ending Phrase Inviting Questions and/or Introducing Discussion Thanking the Audience

Ending the Main Body

35. Okay, that ends (the third part of) my talk. 36. That’s all I want to say for now on (the 2017 results).

Beginning the Summary and/or Conclusion

37. To sum up… 38. Ok, in brief, there are several advantages and disadvantages. 39. To conclude… 40. I’d like to end by emphasizing the main points. 41. I’d like to end with a summary of the main points.

42. I think we have seen that we should… 43. In my opinion, we should… 44. I recommend/suggest that we… 45. There are three reasons why I recommend this. First, … / Second, … / Finally,…

An Ending Phrase

46. Well, I’ve covered the points that I needed to present today. 47. That sums up (my description of the new model). 48. That concludes my talk for today.

Inviting Questions and/or Introducing Discussion

49. Now we have (half an hour) for questions and discussion. 50. So, now I’d be very interested to hear your comments.

Thanking the Audience

51. I’d like to thank you for listening to my presentation. 52. Thank you for listening / your attention. / Many thanks for coming.

Linking phrases are like the skeleton which holds your presentation together.

Not only do they improve the flow and help guide the audience, but by memorizing them they can also help you remember the general structure of your presentation, giving you increased confidence.

To help you memorize, I recommend saying the linking phrases on their own from the beginning to the end of your presentation while you practice.

I also suggest memorizing the introduction word for word. By doing this, you will get off to a great start, which will settle your nerves and transmit a positive first impression.

Author: Steven Hobson

Steven is a business English coach, a certified life coach, writer, and entrepreneur. He helps international professionals build confidence and improve fluency speaking English in a business environment.

Related posts

21 Power Words for Your Meetings in English

Three Tips for Confident Presentations

32 Expressions for Leading a Business Meeting in English

• Professional development
• Planning lessons and courses

Student presentations

In this article I would like to give you a few tips and some advice on what I've learned from helping students prepare and deliver presentations.

• Why I get students to do presentations
• Syllabus fit
• Planning a presentation lesson
• Classroom Management

Why I get students to do presentations Presentations are a great way to have students practise all language systems areas (vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and listening). They also build confidence, and presenting is a skill that most people will need in the world of work. I find that students who are good presenters are better communicators all round, since they are able to structure and express their ideas clearly.

• Presentation skills are extremely useful both in and outside the classroom. After completing a project, a presentation is a channel for students to share with others what they have learned. It is also a chance to challenge and expand on their understanding of the topic by having others ask questions. And in the world of work, a confident presenter is able to inform and persuade colleagues effectively.
• Presentations can also form a natural part of task based learning. By focussing on a particular language point or skill, the presentation is a very practical way to revise and extend book, pair and group work. The audience can also be set a task, for example, a set of questions to answer on the presentation, which is a way of getting students to listen to each other.

Syllabus fit Normally the presentation will come towards the end of a lesson or series of lessons that focus on a particular language or skill area. It is a type of freer practice. This is because the students need to feel relatively confident about what they are doing before they stand up and do it in front of other people. If I have been teaching the past simple plus time phrases to tell a story, for example, I give my students plenty of controlled and semi controlled practice activities, such as gapfills, drills and information swaps before I ask them to present on, say, an important event in their country's history, which involves much freer use of the target grammar point.

Planning a presentation lesson Normally a presentation lesson will have an outline like this:

• Revision of key language areas
• Example presentation, which could be from a textbook or given by the teacher
• Students are given a transcript or outline of the presentation
• Students identify key stages of the example presentation – greeting, introduction, main points in order of importance, conclusion
• Focus on linking and signalling words ('Next…', 'Now I'd like you to look at…', etc.). Students underline these in the transcript/place them in the correct order
• Students are put into small groups and write down aims
• Students then write down key points which they order, as in the example
• Students decide who is going to say what and how
• Students prepare visuals (keep the time for this limited as too many visuals become distracting)
• Students practise at their tables
• Students deliver the presentations in front of the class, with the audience having an observation task to complete (see 'Assessment' below)
• The teacher takes notes for feedback later

It is important that the students plan and deliver the presentations in groups at first, unless they are extremely confident and/or fluent. This is because:

• Shy students cannot present alone
• Students can support each other before, during and after the presentation
• Getting ready for the presentation is a practice task in itself
• When you have a large class, it takes a very long time for everyone to present individually!

I find it's a good idea to spend time training students in setting clear aims. It is also important that as teachers we think clearly about why we are asking students to present.

Aims Presentations normally have one or more of the following aims:

• To inform/ raise awareness of an important issue
• To persuade people to do something
• Form part of an exam, demonstrating public speaking/presentation skills in a first or second language

I set students a task where they answer these questions:

• Why are you making the presentation?
• What do you want people to learn?
• How are you going to make it interesting?

Let's say I want to tell people about volcanoes. I want people to know about why volcanoes form and why they erupt. This would be an informative/awareness-raising presentation. So by the end, everyone should know something new about volcanoes, and they should be able to tell others about them. My plan might look like this:

• Introduction - what is a volcano? (2 minutes)
• Types of volcano (5 minutes)
• Volcanoes around the world (2 minutes)
• My favourite volcano (2 minutes)
• Conclusion (2-3 minutes)
• Questions (2 minutes)

Classroom Management I find that presentation lessons pass very quickly, due the large amount of preparation involved. With a class of 20 students, it will probably take at least 3 hours. With feedback and follow-up tasks, it can last even longer. I try to put students into groups of 3 or 4 with classes of up to 20 students, and larger groups of 5 or 6 with classes up to 40. If you have a class larger than 40, it would be a good idea to do the presentation in a hall or even outside.

Classroom management can become difficult during a presentations lesson, especially during the final presenting stage, as the presenters are partly responsible for managing the class! There are a few points I find effective here:

• Training students to stand near people who are chatting and talk 'through' the chatter, by demonstration
• Training students to stop talking if chatter continues, again by demonstration
• Asking for the audience's attention ('Can I have your attention please?')
• Setting the audience an observation task, which is also assessed by the teacher
• Limiting the amount of time spent preparing visuals
• Arranging furniture so everyone is facing the front

Most of these points are self-explanatory, but I will cover the observation task in more detail in the next section, which deals with assessment. 

Assessment The teacher needs to carefully consider the assessment criteria, so that s/he can give meaningful feedback. I usually run through a checklist that covers:

• Level - I can't expect Elementary students to use a wide range of tenses or vocabulary, for example, but I'd expect Advanced students to have clear pronunciation and to use a wide range of vocabulary and grammar
• Age - Younger learners do not (normally) have the maturity or general knowledge of adults, and the teacher's expectations need to reflect this
• Needs - What kind of students are they? Business English students need to have much more sophisticated communication skills than others. Students who are preparing for an exam need to practise the skills that will be assessed in the exam.

I write a list of language related points I'm looking for. This covers:

• Range / accuracy of vocabulary
• Range / accuracy of grammar
• Presentation / discourse management- is it well structured? What linking words are used and how?
• Use of visuals- Do they help or hinder the presentation?
• Paralinguistic features

'Paralinguistics' refers to non-verbal communication. This is important in a presentation because eye contact, directing your voice to all parts of the room, using pitch and tone to keep attention and so on are all part of engaging an audience.

I find it's a good idea to let students in on the assessment process by setting them a peer observation task. The simplest way to do this is to write a checklist that relates to the aims of the lesson. A task for presentations on major historical events might have a checklist like this:

• Does the presenter greet the audience? YES/NO
• Does the presenter use the past tense? YES/NO

And so on. This normally helps me to keep all members of the audience awake. To be really sure, though, I include a question that involves personal response to the presentation such as 'What did you like about this presentation and why?'. If working with young learners, it's a good idea to tell them you will look at their answers to the observation task. Otherwise they might simply tick random answers!

Conclusion Presentations are a great way to practise a wide range of skills and to build the general confidence of your students. Due to problems with timing, I would recommend one lesson per term, building confidence bit by bit throughout the year. In a school curriculum this leaves time to get through the core syllabus and prepare for exams.

Presentations - Adult students

• Log in or register to post comments

Presentation Article

Research and insight

Browse fascinating case studies, research papers, publications and books by researchers and ELT experts from around the world.

See our publications, research and insight

Your browser is not supported

Sorry but it looks as if your browser is out of date. To get the best experience using our site we recommend that you upgrade or switch browsers.

Find a solution

• Skip to main content
• Skip to navigation
• Macmillan English
• Onestopenglish
• Digital Shop

• Back to parent navigation item
• Sample material
• Amazing World of Animals
• Amazing World of Food
• Arts and Crafts
• Mathematics
• Transport and Communication
• Teaching Tools
• Sustainable Development and Global Citizenship
• Support for Teaching Children
• Vocabulary & Phonics
• Spelling Bee Games
• Phonics & Sounds
• The Alphabet
• Onestop Phonics: The Alphabet
• Alphabet Booklet
• Interactive Flashcards
• Warmers & Fillers
• Young Learner Games
• Stories and Poems
• Fillers & Pastimes
• Fun Fillers
• Ready for School!
• Topics & Themes
• Young Learner Topics
• Young Learner Festivals
• Festival Worksheets
• Art and Architecture
• Business and Tourism
• Geography and the Environment
• Information Technology
• Science and Nature
• Topic-based Listening Lessons
• Cambridge English
• Cambridge English: Preliminary (PET)
• Cambridge English: First (FCE)
• Cambridge English: Proficiency (CPE)
• Cambridge English: Advanced (CAE)
• General English
• News Lessons
• Topics and Themes
• Beyond (BrE)
• Beyond: Arts and Media
• Beyond: Knowledge
• Go Beyond (AmE)
• Go Beyond: Arts & Media
• Go Beyond: Knowledge
• Impressions
• Macmillan Readers
• A Time to Travel
• Life & School
• Skills for Problem Solving
• Digital Skills for Teens
• Support for Teaching Teenagers
• Games Teaching Materials
• Business and ESP
• Business Lesson Plans
• Business Skills Bank
• Business Top Trumps
• Elementary Business Lessons
• HR Management
• Let's Talk Business
• Business News Lessons
• ESP Lesson Plans
• Career Readiness
• Professional Communication Skills
• Cambridge English: Business (BEC)
• Everyday Life
• Celebrations
• Live from...
• Live from London
• Discussion Cards
• Writing Lesson Plans
• Life Skills
• Support for Teaching Adults
• Vocabulary Lesson Plans
• Language for...
• Vocabulary Teaching Materials
• Macmillan Dictionary Blog
• Vocabulary Infographics
• Kahoot! Quizzes
• Blog Articles
• Professional Development
• Lesson Share
• Methodology: Projects and Activities
• Methodology: Tips for Teachers
• Methodology: The World of ELT
• Advancing Learning
• Online Teaching
• More from navigation items

How to teach skills

• 1 How to teach skills
• 2 Beginning reading and writing: Introducing letters
• 3 Beginning reading and writing: Internalizing letters
• 4 Beginning reading and writing: Learning words
• 5 Beginning reading and writing: Recognition games
• 6 Beginning vocabulary: Practice activities
• 7 Beginning vocabulary: Presenting new vocabulary
• 8 Beginning vocabulary: Pronunciation and drilling

Beginning vocabulary: Presenting new vocabulary

By Olha Madylus

• No comments

Olha Madylus gives advice on how to present and practise vocabulary, using a practical staged approach.

Source: Caiaimage/Sam Edwards, Getty Images

At the presentation stage it is vital that the meaning of new words is clear. I am a great advocate of avoiding mother tongue in the English classroom. Translation is unnecessary and indirect and also creates a dependence in students that is later hard to cure.

A staged approach

To present concrete vocabulary, I recommend a staged approach. For example, if introducing vocabulary for fruit:

• Bring in a bag of different fruit – six to eight items at a time is plenty.
• Pick up one fruit and say the word clearly a number of times, encouraging the students to repeat the word.
• Go through all the words in this way.
• Return regularly to a word students have already been introduced to and check they have remembered it, e.g. pick up a banana and say ‘An apple?’ or ‘Is this an apple?’ Students should be able to say ‘Yes’ or ‘No’ appropriately before you move on to check the vocabulary further.
• To further check that students have connected the new word to the meaning, ask students individually, ‘Show me the banana,’ etc. This will get them actively involved in recognising the target word and indicating the object which it describes.

NB: With vocabulary like animals, pictures can be used.

With verbs, actions can be used to present the vocabulary – walk, sit, swim, hop, etc – and students can be encouraged to respond to the words with the appropriate actions. This is a great game.

Once children have been introduced to the alphabet and have started reading and writing words, and after the introduction of the meaning and sound of new words, introduce the written form. Make flashcards with words on them, read them aloud with the students and get them to match the words to the objects or pictures.

When students are more confident, you can then get them to write the words under pictures, like this:

• British English
• Teaching Notes
• Up to 60 mins
• Whole Class

Beginning reading and writing: Introducing letters

Beginning reading and writing: internalizing letters.

Beginning reading and writing: Learning words

Beginning reading and writing: recognition games.

Beginning vocabulary: Practice activities

Beginning vocabulary: Pronunciation and drilling

Related articles.

Teaching Tips: Content-based Primary Activities

By Carol Read

Excellent activities to help integrate content-based material into the Primary classroom

Olha Madylus offers a selection of tips and activities for familiarising children with the sound of English and offers a practical way to introduce the alphabet using phonics.

Olha Madylus offers a selection of tips and activities to help your students begin to put letters together to form words.

No comments yet

Only registered users can comment on this article., more from support for teaching children.

Social Emotional Tools: High Five!

Spread positive energy among your students using these inspirational banners!

Social Emotional Tools: Today I Want to Be…

Encourage your students to express themselves with this start-up routine… and let them be!

Social Emotional Tools: Words & Senses

Develop students’ vocabulary and self-awareness with this mindfulness practice.

Join onestopenglish today

With more than 700,000 registered users in over 100 countries around the world, Onestopenglish is the number one resource site for English language teachers, providing access to thousands of resources, including lesson plans, worksheets, audio, video and flashcards.

• Connect with us on Facebook
• Connect with us on Twitter
• Connect with us on Youtube

Onestopenglish is a teacher resource site, part of Macmillan Education, one of the world’s leading publishers of English language teaching materials.

• Privacy Policy
• Cookie policy
• Manage cookies

©Macmillan Education Limited 2023. Company number: 1755588 VAT number: 199440621

Site powered by Webvision Cloud

• Call us for help +1 347 434 9694
• Request a callback

Choose your country or territory

• PPP In The EFL Classroom

Join a global community of over 200,000 TEFL teachers working throughout the world! Enrol me!

• Classroom Considerations, Teacher's Toolkit

Me: Okay, time for me to do some lesson planning for tomorrow.

Also me: *yawn*

Lesson planning is one of those unfortunate things that are a necessary evil in the English as a Foreign Language classroom. Lesson planning can be downright boring if we’re honest, but it is something that needs to be done in order to teach the best lessons we can.  The bottom line, you’re stuck with lesson planning (sorry!). But it doesn’t have to be as arduous as you think.

Let’s talk about one very common lesson plan structure which can make your lesson planning as easy as, well, PPP!

PPP in the EFL classroom

Here’s the lowdown on PPP in the EFL classroom.

If you’ve even taken one look at the course content on your TEFL course, you should be familiar with PPP. PPP stands for Presentation, Practice, and Production.  t is a very common lesson plan model that is used in English as a Foreign Language classrooms around the world.

Why is PPP so common in EFL classrooms?

PPP is not rocket science. Nor is it brain surgery. This is probably the reason it is so widely used in EFL classrooms.

Once you have understood the basics of a PPP lesson, it’s super easy to slot your activities into the lesson plan framework, thus creating a lesson plan which you know will be logical and which will flow.

A breakdown of PPP

A PPP lesson is divided into three stages: not surprisingly, Presentation, Practice and Production.

The Presentation stage is basically the beginning of the lesson.

It starts with a warmer and/or a lead-in to get the students engaged and interested in the topic (or to wake them up if your lesson is at the end of the day!).

Then the teacher presents the target language of the lesson. There are a number of ways this can be done, such as presenting the language in context, eliciting the language, or telling a personal anecdote.

The teacher then tells the students the rules of the particular language structure and explains the meaning, form, and pronunciation.

The second stage is the Practice stage .

In this stage, the learners do activities to practice the target language, which requires total accuracy. These activities are, by their very nature, the controlled practice of the language.

The final stage is the Production stage .

This is when the students do more activities, but this time they are less controlled and freer. In other words, the learners are free to use the target language in whichever way they wish in the activity set up by the teacher.

The advantages of PPP

There are many advantages to using PPP in the EFL Classroom. The obvious advantage of PPP is that it is simple and straightforward. Once you have gotten the hang of the different activities you can do in the EFL classroom, it is simply a matter of plugging them into the relevant stage and your lesson should make sense.

It also provides a structure with which to plan your lessons. As long as you are clear on your aims, it helps you to plan your lesson and imagine the different steps you need to take in order to accomplish your aims.

The disadvantages of PPP

Unfortunately, there are a few disadvantages to PPP lessons.

Firstly, it is very easy to get stuck in the PPP framework .

In other words, all your lessons end up exactly the same. Of course, many of our lessons are very similar, but it’s easy to become lazy and use the exact same activities for your lessons. PPP is good like that, in that you can be confident your lessons will be effective, but you can become complacent when it comes to interest levels. As a result, your lessons can become samey .

Another disadvantage is that many teachers place too much emphasis on the Presentation stage, believing this to be the most important stage. What happens here is that the students have no opportunity to practice the language, which is actually what we want them to do.

A PPP lesson plan example

Let’s now look at an example of a traditional PPP lesson, teaching the present perfect to Intermediate learners.

Read more: An Explanation Of The Present Perfect

Presentation

The teacher puts up a map of the world on the board. In green, she has marked countries she has been to. In blue, she has marked countries she would like to go to. She asks the students to guess what the different colours mean.

Once they have correctly guessed, she boards a few example sentences, such as

I have been to India.

I have never been to France.

Have you been to Mexico?

She then explains – while eliciting as much as possible. The teacher then focuses on meaning, form and pronunciation.

The students then complete a grammar exercise, in which they complete a gap fill. As a second practice activity, the students must decide whether a set of sentences are grammatically correct or not.

The students finally discuss in partners which countries they have been to and which they would still like to visit. The students then change partners and repeat the conversations. The teacher gets feedback from the class and does a delayed error correction activity.

Alternatives to PPP

Of course, PPP is not the only way to structure an EFL lesson plan.

There are many other frameworks that work just as well, such as ARC , TTT , and TBL . Each has its advantages and disadvantages. Which one you will use in your classroom will depend on your learners, the target language, and you.

Using PPP in the EFL classroom is a great idea for beginners.

While you are starting out as a TEFL teacher, we recommend you adopt the PPP lesson plan structure just for the simple fact that it’s logical and straightforward. When you have a bit of experience under your belt then you should definitely branch out and try your hand at a few other lesson plan structures.

But until then, go forth and Present, Practice and Produce!

The above information about PPP is very informative and helpful for the beginners like me .I would appreciate if you post more informative articles about language lessons at the initial stage. thanks a lot

Follow us on social networks, join our newsletter - get the latest news and early discounts

Sign up to our newsletter

Follow us on social networks, sign up to our e-newsletters – get the latest news and early discounts

Accreditation Partners

The TEFL Academy was the world’s first TEFL course provider to receive official recognition from government regulated awarding bodies in both the USA and UK. This means when you graduate you’ll hold a globally recognised Level 3 (120hr) Certificate or Level 5 (168hr) Diploma, meaning you can find work anywhere and apply for jobs immediately.

• 4.89 Average
• 3444 Reviews

Eranne Hancke...

I studied the Level 5 Tefl course, I thoroughly enjoyed the course as it challenged me and often made me think out of the box. The combination of short quizzes…

Anne Clarisse O...

The Level 5 TEFL Course with TheTEFLAcademy helped me out a lot and answered many questions I had in regards to teaching English, both to adults and kids. They help…

Mikaila Rachel ...

So incredibly put together and such a lovely team of people to work with!

Candice Kapp...

Very good course! Taught me everything about English that I needed to know. Gave me lots of helpful information needed for teaching. They give you access to their job board…

Louise Morrison...

I highly recommend the TEFL Academy. I have just completed the Level 5 online TEFL course with them. The course was very comprehensive and easy to follow. Learning was kept…

Nadine Olivia M...

I have had a passion for teaching within me since a very young age, after a bad experience on my first attempt of teaching I thought it wasn't for me.…

Product added to your cart

You have added to your cart:

• Close window

Request call back

Please leave your details below and one of our TEFL experts will get back to you ASAP:

ASAP Morning Afternoon Evening

Would you like us to update you on TEFL opportunities, jobs and related products & services?

Yes, keep me updated No, but thanks anyway!

I consent to the Privacy Policy *

Thank you! Your message has been sent!

Download the TEFL World Factbook

Please enter your details in order to download the latest TEFL World Factbook.

Thank you for downloading the TEFL World Factbook!

If the TEFL World Factbook did not download > Click Here To Download

Download the Online Teaching Guide

Please enter your details in order to download our Online Teaching Guide.

Thank you for downloading our Online Teaching Guide!

If the Online Teaching Guide did not download > Click Here To Download

• Download Prospectus

Please enter your details in order to download our latest prospectus.

Thank you for downloading our prospectus!

We hope you enjoy reading our prospectus, we have tried to make it as useful as possible! Please get in touch if you have any questions.

If the prospectus did not download automatically > Click Here To Download

• TEFL Courses
• TEFL Course Locations
• Teach English Online
• Teaching Opportunities
• How TEFL works
• Why Choose Us?
• Charity Partnership
• Accreditation
• Meet Our Alumni
• Meet Our Trainers
• Company Profile
• Testimonials
• View All TEFL Courses
• View All Online TEFL Courses
• Online TEFL Course (Level 3 - 120hrs)
• Online TEFL Course (Level 5 - 168hrs)
• Combined TEFL Course (Level 5 - 168hrs)
• Observed Teaching Practice Course (Level 5 - 40hrs)
• TEFL Top-up Courses
• Online TEFL Courses Preview
• Online TEFL Jobs
• Teaching English Online Blogs
• Download Online Teaching Guide
• Teaching English Online & 1:1 Top-up Course
• Teach English Abroad
• TEFL Internships
• TEFL Volunteering
• Teaching Without A Degree
• Beginner's Guide to TEFL
• TEFL Knowledge Base
• Certificate Verification

Vocabulary and Phrases for Making Presentations in English

Here’s a step-by-step guide for making presentations in English. You’ll find the phrases you need for each step of your presentation.

After you give your opening statement, give a brief overview of your presentation. Say what your presentation is about, how long you will take and how you are going to handle questions.

For example, a presentation to sales staff could start like this: “Welcome / “Hello everyone.”

(Opening statement) “As you all know, this company is losing its market share. But we are being asked to increase sales by 20 – 25%. How can we possibly increase sales in a shrinking market?”

(Overview) “Today I am going to talk to you about how we can do this. My presentation will be in three parts. Firstly I am going to look at the market and the background. Then I am going to talk to you about our new products and how they fit in. Finally, I’m going to examine some selling strategies that will help us increase our sales by 20%. The presentation will probably take around 20 minutes. There will be time for questions at the end of my talk.”

Useful language for overviews

“My presentation is in three parts.” “My presentation is divided into three main sections.” “Firstly, secondly, thirdly, finally…” “I’m going to… take a look at… talk about… examine… tell you something about the background… give you some facts and figures… fill you in on the history of… concentrate on… limit myself to the question of…

“Please feel free to interrupt me if you have questions.” “There will be time for questions at the end of the presentation.” “I’d be grateful if you could ask your questions after the presentation.”

The main body of the presentation

During your presentation, it’s a good idea to occasionally remind your audience why your presentation and ideas are important or relevant.

“As I said at the beginning…” “This, of course, will help you (to achieve the 20% increase).” “As you remember, we are concerned with…” “This ties in with my original statement…” “This relates directly to the question I put to you before…”

Keeping your audience with you

Remember that what you are saying is new to your audience. You are clear about the structure of your talk, but let your audience know when you are moving on to a new point. You can do this by saying something like “right”, or “OK”. You can also use some of the following expressions:

“I’d now like to move on to…” “I’d like to turn to…” “That’s all I have to say about…” “Now I’d like to look at…” “This leads me to my next point…”

If you are using index cards, putting the link on the cards will help you remember to keep the audience with you. In addition, by glancing at your index cards you will be pausing – this will also help your audience to realise that you are moving on to something new.

Phrases for introducing visuals

It’s important to introduce your visual to the audience. You can use the following phrases:

“This graph shows you…” “Take a look at this…” “If you look at this, you will see…” “I’d like you to look at this…” “This chart illustrates the figures…” “This graph gives you a break down of…”

Give your audience enough time to absorb the information on the visual. Pause to allow them to look at the information and then explain why the visual is important:

“As you can see…” “This clearly shows …” “From this, we can understand how / why…” “This area of the chart is interesting…”

Summarising

At the end of your presentation, you should summarise your talk and remind the audience of what you have told them:

“That brings me to the end of my presentation. I’ve talked about…” “Well, that’s about it for now. We’ve covered…” “So, that was our marketing strategy. In brief, we…” “To summarise, I…”

Relate the end of your presentation to your opening statement:

“So I hope that you’re a little clearer on how we can achieve sales growth of 20%.” “To return to the original question, we can achieve…” “So just to round the talk off, I want to go back to the beginning when I asked you…” “I hope that my presentation today will help you with what I said at the beginning…”

Handling questions

Thank the audience for their attention and invite questions.

“Thank you for listening – and now if there are any questions, I would be pleased to answer them.” “That brings me to the end of my presentation. Thank you for your attention. I’d be glad to answer any questions you might have.”

It’s useful to re-word the question, as you can check that you have understood the question and you can give yourself some time to think of an answer. By asking the question again you also make sure that other people in the audience understand the question.

“Thank you. So you would like further clarification on our strategy?” “That’s an interesting question. How are we going to get voluntary redundancy?” “Thank you for asking. What is our plan for next year?”

After you have answered your question, check that the person who asked you is happy with the answer.

“Does this answer your question?” “Do you follow what I am saying?” “I hope this explains the situation for you.” “I hope this was what you wanted to hear!”

If you don’t know the answer to a question, say you don’t know. It’s better to admit to not knowing something than to guess and maybe get it wrong. You can say something like:

“That’s an interesting question. I don’t actually know off the top of my head, but I’ll try to get back to you later with an answer.” “I’m afraid I’m unable to answer that at the moment. Perhaps I can get back to you later.” “Good question. I really don’t know! What do you think?” “That’s a very good question. However, we don’t have any figures on that, so I can’t give you an accurate answer.” “Unfortunately, I’m not the best person to answer that.”

What to say if things go wrong during your presentation

You think you’ve lost your audience? Rephrase what you have said:

“Let me just say that in another way.” “Perhaps I can rephrase that.” “Put another way, this means…” “What I mean to say is…”

Can’t remember the word?

If it’s a difficult word for you – one that you often forget, or one that you have difficulty pronouncing – you should write it on your index card. Pause briefly, look down at your index card and say the word.

Using your voice when making presentations

Don’t speak in a flat monotone – this will bore your audience. By varying your speed and tone, you will be able to keep your audience’s attention. Practise emphasising key words and pause in the right places – usually in between ideas in a sentence. For example “The first strategy involves getting to know our market (pause) and finding out what they want. (pause) Customer surveys (pause) as well as staff training (pause) will help us do this.”

Don’t forget – if you speak too fast you will lose your audience!

Making Presentations

Your answer:

Correct answer:

Your Answers

My English Language

English language resources for efl students and teachers.

Presentation

Presenting new english vocabulary in the ppp lesson.

Presentation in the PPP lesson is the first part of the lesson, where teachers present the new words in a simple and interesting way.

EFL students will all process new vocabulary differently. Some will use visual techniques, some aural and others through movement.

Most people use a combination of all three techniques and for this reason it is most helpful for students to hear , see and relate new English words to memorable contexts.

Methods of presentation for new vocabulary include:

• using real objects (realia)
• through mime or acting
• by drawing a picture or symbol
• showing flash/word cards
• making sound effects
• making illustrations
• using synonyms and antonyms
• putting the word into a sentence, e.g. ‘you bake a cake in the …’,
• definitions
• describing the word, remembering to avoid using any language that is more complicated than the target word.
• encouraging students to use a monolingual dictionary.

Examples of presentation in the PPP lesson

Teaching techniques.

Ideas for presenting the word ‘beard’ could be:

• pointing at your chin, or if possible at a real beard on someone on the classroom;
• showing a picture of a person with a beard ;
• using beards on picture flashcards when encouraging description games with the class;
• asking if the student has a beard.

Ideas for presenting the word ‘occasionally ‘:

• putting the word into context, e.g. ‘I go swimming every day / once a week / regularly / occasionally’;
• explaining the word using similar phrases such as ‘now and then’, ‘not very often’, ‘sometimes’.

It is important to perform comprehension checks to ensure the students have understood all the new English vocabulary presented. They will then need time to practice and produce their vocabulary in new ways.

Check out our other resources for PPP lessons , then explore some of our lesson plans and ideas for teaching vocabulary .

Share your thoughts on presentation in a PPP lesson

How do you present new vocabulary?

Do you like to use real objects? Are you a fan of flash cards?

How do you contextualise new vocabulary?

Share your tips on presenting new vocabulary in the comments.

Leave a Reply

Your email address will not be published. Required fields are marked *

You are using an outdated browser. Please upgrade your browser or activate Google Chrome Frame to improve your experience.

Creating PPP Lesson Plans: How to Teach ESL Effectively

Want your students to be enthused, energetic learners?

Here’s a secret: It’s all in the lesson plan.

Using the PPP structure for your lessons will help you stay on track, deliver new material effectively and most importantly, help your students build new English skills.

PPP is a lesson plan template that consists of Presentation (P1), Practice (P2) and Production (P3) , and it’s often used for ESL (English as a Second Language) classes. It focuses on giving students a solid foundation for new concepts, then encouraging them to apply these on their own.   

Read on to find out how to deliver awesome ESL lessons with the PPP template!

What Makes an ESL Lesson Plan Exceptional?

How to make esl lesson plans with a ppp template, 1. presentation, 2. practice, 3. production.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

• Clear aims and objectives. First off, make sure you have a good understanding of your main goal for the lesson and how you propose to reach that goal. It’s also a great idea to share these with your students so they’ll know exactly what they will accomplish.
• Grading. Careful, we’re not talking about correcting work and giving letter grades here! This is the concept of climbing a hill, starting off with something easy or relatable to your students and then making the material more challenging as you ascend.
• PPP structure. This is one of the most used lesson plan formats in ESL. PPP (presentation, practice, production) allows you to develop a structured, graded and time-efficient lesson plan that conveys the material in an understandable way. 
• Effective time breakdown. Knowing when you should talk and when you should allow your students to engage is another key component. One strategy is jotting down time limits for each activity in the margins of the lesson plan sheet. For the PPP structure, a good time allotment might be 15 minutes of Presentation (P1), 20 minutes of practice (P2) and 25 minutes of production (P3).
• Relevant material. Take a few moments to gauge your student’s level, their interests, hobbies, work and home life. Consider showing videos, trending articles and other native content that your students would enjoy. For instance, FluentU features English videos like movie trailers and TV series clips, with interactive subtitles and transcripts for learners.

Let’s go through each step of the PPP template: 

Presentation is the first step, and it’s also the most important. This is your time to shine because it’s the main part of teaching : you’ll be explaining new concepts to your eager students.

At this stage, teachers should talk approximately 75% of the time. 

• Thousands of learner friendly videos (especially beginners)
• Handpicked, organized, and annotated by FluentU's experts
• Integrated into courses for beginners

Make your lesson exciting and relatable 

Remember how boring it was when you had a teacher who only lectured, with little enthusiasm? Well, don’t be that teacher—break the mold and become animated. Students learn through context, so tell a story or use resources that excite students to learn more. Peaking interest is essential.

To lead students into the lesson, you can start with something familiar, such as material discussed in a previous class. For example, if you’re talking about house vocabulary, focus on the bedroom first, then break down the vocabulary inside of the bedroom.

Show visuals like photos and videos 

Use visuals to stimulate understanding and get your students curious about a topic.

If you are presenting key places in a city or town, using pictures of your students’ town/s will invoke interest and be relevant to their world.

For teaching home-related vocabulary, you can display photos from your home, relating them to relevant vocabulary. After that, show your students how to use vocabulary nouns with prepositions of place through statements like “The toaster is on the counter.” 

Ask thoughtful questions 

Once introduction is complete, you can then guide your students to analyze the material more closely. You are still in control of your classroom so keep presenting, but ask questions and make your students think more about what it is they are seeing and hearing.

• Interactive subtitles: click any word to see detailed examples and explanations
• Slow down or loop the tricky parts
• Show or hide subtitles
• Review words with our powerful learning engine

Questions are also great for checking if students understand the new material. Don’t let them off the hook so easily. Try not to tell them answers, allowing them to work it out in English!

Practice is the second stage of the PPP lesson plan template. This is when you will hand over a bit of control to your students and let them try out the new material themselves. If your presentation was well-developed and awesome, your students will be more than ready to jump in.

In this stage, you will give your students a set of tasks or activities . These tasks should be challenging and only solvable with the new material, but not too difficult. 

The students will do most of the talking since they’ll be going over the material with you and their classmates. Generally, you can aim to let your students speak 65% of the time and just jump in every now and then to point out something new or answer questions. 

Guide your class through exercises

For a smooth transition into the practice stage, do exercises together with your students first, or work through questions together. 

To continue with the same example of rooms in a house, a great practice activity would be to let your students label nouns and prepositions of place around the room. There are many techniques for this, and you can go around the room looking out for trouble areas and helping out as needed.

Do pair and group practice

Once your students get more used to the material, you can begin pair and group activities.  

• Learn words in the context of sentences
• Swipe left or right to see more examples from other videos
• Go beyond just a superficial understanding

Allowing students to brainstorm and work together will encourage them to communicate more and learn about their classmates. For groupwork, you can even divide the class and organize a contest to make them more eager to focus on the material.

Production is the final stage in a PPP lesson plan. This is also referred to as the fluency stage—your students will now be like birds leaving the nest for the first time.

In the production stage, teacher talk time is at its lowest and almost nonexistent. Let your students be creative and develop their own work , speaking 90% of the time to your meager 10%. It’s important for them to gain confidence in English on their own.

Set up writing or speaking activities 

Most production activities involve writing or speaking, and sometimes both are combined if necessary. This allows your students to build confidence and be creative when using the new material, as it’s solely in their hands.

Carrying our example house vocabulary lesson through the final step, you can now let your students craft a short story or presentation involving the many things they have in their own home. They can write a script and present it to the class during production.

Encourage production through groupwork

Similar to the previous stage, you can separate your class into pairs or groups for production. They can construct dialogues, monologues, scripted plays and so on together.

One great pair exercise you can use is to have two students create a script using the new material and then let them act it out in front of the class.

• FluentU builds you up, so you can build sentences on your own
• Start with multiple-choice questions and advance through sentence building to producing your own output
• Go from understanding to speaking in a natural progression.

A great, fun and material-rich lesson will keep your students encouraged to learn more and build their confidence as English speakers.

So for lesson plan success, be sure to construct a well-developed and exciting lesson plan using the PPP template. Good luck, and enjoy!

Related posts:

Enter your e-mail address to get your free pdf.

We hate SPAM and promise to keep your email address safe

Language Point

teacher training

• Feb 12, 2021

Presenting new language part 1: Eliciting from meaning to form

In order for students to fully understand and use the content that we teach, we have to consider a range of different aspects of language: meaning, grammar, pronunciation and usage. If a student can understand, construct, pronounce and use a word, phrase or grammar structure, then we can say that they have truly learnt it. So how can we ensure that we cover all of these essential aspects of language when we come to teach?

Meaning, Pronunciation, Form

There is a ‘golden rule’ to follow when we present new language to learners for the first time, and that is ‘meaning before form’. This is sometimes delivered as a teaching routine called ‘MPF’, or Meaning, Pronunciation, Form, a process which ensures that these three important areas of language are covered in presentation of new vocabulary or grammar. But why are these aspects of language presented in this order?

When we are presenting a new word, phrase or grammatical structure to learners, by definition we are assuming that they do not know or understand it. However, we can assume that they do understand the meaning of that word or phrase (remembering that the meaning is not linguistic - we understand the concept of a car, for example, without being able to say it in another language). Presenting the meaning, or concept, of an item without using the word or phrase we are teaching, gives learners a familiar starting point to work from - the idea of the thing we are teaching. This familiarity will form a stronger ‘landing pad’ for the word or phrase itself when we come to work with that. This is the basis of elicitation of new language.

What is eliciting?

Eliciting is the skill of working towards the target concept which you are teaching using simple questions and non-linguistic cues (such as pictures, videos or gestures), without telling the students the form you are teaching. The idea is that if any students know the word or phrase for the item you are teaching, they will speak out, and if they don’t, then you will know that this form is new to the whole class, and you can teach it from scratch.

Eliciting is a bit like the teacher leading a game of ‘taboo’, where you have to describe an object or person without saying certain words (the word you are teaching), and it is up to the students to ‘guess’ (or provide the language) for it.

Eliciting new language effectively can be a challenge, but with careful planning of your images, prompts and teacher questions, you will enable your students to begin their learning from a familiar starting point (the known meaning of the word you are teaching), rather than the unfamiliar starting point of the word itself.

Tom Garside is Director of Language Point Teacher Education. Language Point delivers the internationally recognised RQF level 5 Trinity CertTESOL in a totally online mode of study , and the RQF level 6 Trinity College Certificate for Practising Teachers , a contextually-informed teacher development qualification with specific courses which focus on online language education or online methodology.

If you are interested to know more about these qualifications, or you want take your teaching to a new level with our teacher education courses, contact us or visit our CertTESOL FAQ and CertPT FAQ pages for details.

Recent Posts

Simple and continuous tenses - what’s the difference?

Why you don’t need to be a ‘language expert’ to start teaching TESOL

Some and any… Revisiting Quantifiers and Countability

Comentários

Elevate Your Presentations: Mastering English Presentation Words and Phrases

The art of delivering a compelling presentation lies in the finesse of your language skills. It’s about crafting resonating sentences, choosing captivating words, and initiating a dialogue that piques curiosity. One must know how to maneuver through this landscape, from setting the scene with a powerful introduction to concluding with a thought-provoking statement. That’s where this guide comes in. It will give you key presentation sentences, phrases, and words to help elevate your communication skills.

Presentation Starting Phrases

In the realm of presentations, first impressions matter tremendously. Your opening words set the stage for the rest of your discourse, establishing the tone and drawing in your audience. The right choice of phrases can create a compelling introduction that commands attention and sparks interest. Here, we will explore a selection of presentation-starting words and phrases to help you set a strong foundation:

• I’d like to start by…
• Today, I’m here to discuss…
• Let’s begin with a look at…
• Good morning/afternoon/evening, my name is…
• It’s a pleasure to be here today to talk about…
• Let’s dive straight into…
• I would like to kick off with…
• Firstly, let’s consider…
• Have you ever wondered about…
• Thank you for joining me as we explore…
• Today’s focus will be on…
• Let’s set the stage by discussing…
• The topic at hand today is…
• To start, let’s examine…
• I want to begin by highlighting…

Crafting an engaging opening with the presentation starting words, is akin to opening the first page of a riveting novel. These phrases serve as a doorway, inviting your audience into the fascinating narrative you are about to share.

Setting the Scene: Key Presentation Phrases

Now that you have your audience’s attention, the next crucial step is to set the scene. It involves using key phrases to keep your audience engaged, clarify, and effectively communicate your main points. A well-set scene guides the audience through your presentation, helping them understand your narrative and easily follow your arguments. Let’s look at some essential phrases that can help you accomplish it:

• Moving on to the next point, we see...
• Delving deeper into this topic, we find...
• An important aspect to consider is...
• It leads us to the question of...
• Another critical point to remember is...
• To illustrate this point, let me share...
• On the other hand, we also have...
• Furthermore, it’s critical to note that...
• Let’s take a moment to examine...
• As an example, let’s look at...
• The evidence suggests that...
• Contrary to popular belief...
• It’s also worth noting that...
• Digging into this further, we discover...
• Expanding on this idea, we can see...
• Turning our attention to...
• The data indicate that...
• To clarify, let’s consider...
• To highlight this, let’s review...
• Putting this into perspective, we can infer...

These phrases help establish your narrative, maintain audience interest, and structure your arguments. They serve as signposts, guiding your audience through the presentation and facilitating understanding and engagement.

Transitioning Gracefully: Phrases for Presentation Flow

Transitioning between points or sections in your presentation is like steering a ship through water. Smooth navigation keeps your audience aboard, maintaining their interest and comprehension. Seamless transitions contribute to a coherent and compelling narrative, preventing abrupt jumps or confusing shifts in your discourse. The following phrases are powerful tools that can ensure your transitions are smooth and effective:

• Moving forward, let’s consider...
• With that said, let’s turn our attention to...
• Now that we’ve discussed X, let’s explore Y...
• Building upon this idea, we can see that...
• Transitioning to our next point, we find...
• Shifting gears, let’s examine...
• Let’s now pivot to discussing...
• Following this line of thought...
• Linking back to our earlier point...
• Let’s segue into our next topic...
• It brings us neatly to our next point...
• To bridge this with our next topic...
• In the same vein, let’s look at...
• Drawing a parallel to our previous point...
• Expanding the scope of our discussion, let’s move to...
• Having established that, we can now consider...
• Correlating this with our next point...
• Let’s transition now to a related idea...
• With this in mind, let’s proceed to...
• Steering our discussion in a new direction, let’s delve into...

These phrases connect threads, linking your ideas and ensuring your presentation flows smoothly. They give your audience cues, signaling that you’re moving from one idea or point to the next, making your discourse easy to follow.

Concluding Your Presentation in English

The conclusion is your final opportunity to leave a lasting impression on your audience. It’s a chance to wrap up your arguments, restate your main points, and leave your audience with a clear and compelling message to ponder. Here are some phrases that can assist you in crafting a memorable conclusion:

• To sum up our discussion today...
• In conclusion, we can say that...
• Wrapping up, the key takeaways from our talk are...
• As we come to an end, let’s revisit the main points...
• Bringing our discussion to a close, we find...
• In the light of our discussion, we can infer...
• To synthesize the main points of our discourse...
• To recap the primary themes of our presentation...
• As we conclude, let’s reflect on...
• Drawing our discussion to a close, the principal conclusions are...
• As our dialogue comes to an end, the core insights are...
• In wrapping up, it’s essential to remember...
• Summarizing our journey today, we can say...
• As we bring this presentation to a close, let’s remember...
• Coming to an end, our central message is...

These phrases help you consolidate your arguments, summarize your main points, and end on a high note. A well-structured conclusion ensures your audience understands your presentation, its key messages, and its implications.

Polished Presentation Vocabulary

Apart from structured sentences and transitional phrases, the vocabulary you use can add a touch of sophistication. An expanded lexicon enriches your language and enhances your ability to express complex ideas with clarity and precision. Let’s explore a list of presentation words that can add depth and dimension:

• Elucidate  -   make something clear, explain.
• Pivotal  -   of crucial importance in relation to the development or success of something else.
• Insights  -   an accurate and deep understanding.
• Nuanced  -   characterized by subtle distinctions or variations.
• Leverage  -   use something to maximum advantage.
• Perspective  -   a particular attitude toward or way of regarding something.
• Synthesize  -   combine   into a coherent whole.
• Salient  -   most noticeable or important.
• Correlation  -   a mutual relationship or connection between two or more things.
• Framework  -   a basic structure underlying a system or concept.
• Paradigm  - a typical example or pattern of something.
• Repercussions  -   an unintended consequence of an event or action.
• Contemplate  -   look thoughtfully for a long time.
• Manifestation - an event, action, or object that embodies something.
• Escalate  -   increase rapidly.
• Inherent  -   existing in something as a permanent, essential, or characteristic attribute.
• Validate  -   check or prove the validity or accuracy of.
• Consolidate  -   make something physically more solid.
• Compelling  -   evoking interest, attention, or admiration in a powerfully irresistible way.
• Delineate  -   describe or portray something precisely.

These words add a layer of sophistication to your presentation, conveying your thoughts and ideas more precisely. They expand your expressive capacity and lend an authoritative and professional tone to your speech. By integrating these words into your presentation, you can deliver your message with clarity and depth, engaging your audience more effectively.

The Corporate Edge: Navigating the Nuances of Business English Presentations

In the corporate world, effective communication is the linchpin of success. It’s an art that lies at the heart of all business interactions, from high-stakes meetings to persuasive pitches. And when it comes to delivering such a presentation, the task becomes even more critical. The business English presentation phrases you use, how you present your points, and the overall language command play a significant role in conveying your message effectively.

Presenting in a business setting often involves explaining complex ideas, discussing financial matters, and persuading potential clients or stakeholders. Here, the language must be precise, the tone - professional, and the content - structured. Unlike informal or academic ones, business presentations carry a certain degree of formality and specific jargon that sets them apart. However,  business English idioms and expressions can help soften the formality, adding a touch of personality to your language. 

Navigating the labyrinth of  business English also involves acknowledging the importance of research and planning. A well-researched presentation reflects your dedication, expertise, and credibility. It shows you respect your audience’s time and are prepared to deliver value. It’s not just about memorizing facts and figures; it’s about understanding your topic thoroughly and answering queries convincingly.

Another characteristic of business presentations lies in their persuasive nature. Often, they are geared toward persuading clients, investors, or team members toward a particular course of action. Consequently, using persuasive techniques such as presenting benefits, sharing testimonials, or demonstrating success stories becomes prevalent. You’re not just providing information; you’re trying to influence decisions and drive action.

An essential but often overlooked aspect of business presentations is the importance of a strong opening and closing. The opening is your chance to grab the audience’s attention and make them invested in your talk, so knowing how to start a business presentation is essential. Conversely, the closing is your final shot at reinforcing your message and making a lasting impression.

Finally, business presentations often involve handling criticism or skepticism, especially when proposing new ideas or challenging existing norms. Here, your ability to accept feedback gracefully, address concerns effectively, and maintain your composure can significantly impact the outcome.

Learn Vocabulary for Presentations with Promova

Looking to expand your vocabulary for presentations and  improve your language skills online ? Promova is here to help! Our platform offers various resources and courses to help learners of all levels master new words and expressions quickly, effectively, and confidently.

With personalized lessons from  certified tutors , you can get one-on-one instruction that caters to your specific needs and learning style. Additionally, our app allows you to access interactive exercises, quizzes, and vocabulary lists anytime and anywhere for easy practice on the go. Whether you are a beginner or an advanced learner looking to fine-tune your language skills – we have got you covered.

Don’t let language barriers hold you back any longer – start your learning journey with Promova today and take the first step toward achieving your goals! Try it out now with a free lesson and see how easy and effective our approach is.

As we conclude, it’s clear that effective presentations in English rely on various linguistic elements. A strong beginning, transitions, and a powerful conclusion, all while using precise vocabulary, are critical. The ability to craft compelling sentences and phrases, set the scene effectively, and transition smoothly between ideas are essential for a successful presentation. And the correct vocabulary can add depth and dimension to your discourse while conveying professionalism.

What role does body language play in presentations?

Body language can significantly impact how your message is perceived. Effective use of gestures, eye contact, and facial expressions can amplify your points, show enthusiasm, and engage the audience. Conversely, negative body language can detract from your message.

How important is it to know your audience before a presentation?

Knowing your audience is crucial. It informs the level of detail you need to include, the words and phrases you use, the examples you choose, and even the humor you might incorporate. Tailoring your presentation to your audience’s knowledge and interests can significantly enhance its effectiveness.

What if I make a mistake during my presentation?

Everyone makes mistakes. If you stumble during your presentation, take a moment, compose yourself, and move on. Don’t let a minor error disrupt your flow. Remember, the audience is there to listen to your ideas, not critique your performance.

Are there some resources with more phrases for presentations?

Indeed, many resources are available if you’re seeking to delve deeper into the world of presentation phrases.  The Cambridge Dictionary and  Merriam-Webster Dictionary offer many valuable collocations, from simple expressions to sophisticated vocabulary.

Moving through your presentation

• Business Skills
• Presentation Skills

Presentations - useful phrases

This is a standalone lesson but it can also be used as part of the set titled:

• Delivering presentations

LESSON OVERVIEW

With this lesson plan, students learn plenty of useful phrases for presentations in English . They also prepare presentation excerpts , and learn how to start a presentation.

The lesson is the second of the three-part series of lessons about delivering presentations.  You will find the first part of the series here and the third part of the series here .

USEFUL PHRASES FOR PRESENTATIONS

The lesson starts with a brief discussion on successful presentations. After that, students match words useful to talk about presentations (e.g. recap, takeaway, breakdown ) to their meanings. Then, they read six excerpts from a presentation and decide which of the words studied in the previous exercise the excerpts are examples of. Next, students read four statements and decide if they agree with them or not. The statements refer to the presentation flow. After that, students read sentences and complete them with one word to create useful phrases for presentations (e.g. in a nutshell, let me expand on this point, let’s kick off by ). Then, they look at a list of functions and decide which of the phrases from the previous exercise exemplify them . This part of the lesson ends with a rephrasing exercise in which students rewrite sentences to use the newly learnt vocabulary. 

HOW TO START A PRESENTATION

In this part of the lesson, students prepare parts of presentations using relevant phrases from the first part of the lesson. They do that using prompts which describe what their part needs to cover. You can find the prompts on the last pages of the worksheet. Then, they move on to discuss the ways to start a presentation (e.g. by presenting an amazing fact, by telling a story). After that, students read some phrases for presentations and decide which of the discussed techniques they can be used with. Finally, students do a group task . They need to  brainstorm how to effectively start different kinds of presentations (e.g. a sales pitch for a time-management app, a motivational talk about developing new habits). 

Subscribe to unlock these and many other Standalone lesson lesson plans with the Unlimited plan

Leave a Reply Cancel reply

You must be logged in to post a comment.

A little bit too US English and also relatively casual language. Maybe more suited to TED style or conference presentations rather than business.

Nice lesson but the online version doesn’t match with the SV and TV

Thanks for your comment! Can you share what exactly is off? I must be missing something because eveything looks OK to me.

Could you please send the link to the original presentation on how blockchain can empower women? The script looks really good and I’d love to watch the video if there is any. Thank you!

I’m afraid it wasn’t one particular presentation that we used but rather a collection of different facts and ideas. But you can read more about blockchain empowering women here .

a real masterpiece! thank u!)

Thanks, I’m glad you like it 🙂

Unfortunately none of the links work anymore for the google docs. They all say the file has been deleted. This is for the ‘phrases’ and Ex. 8 on the online presentation slides (44).

Apart from that, it’s a nice lesson with some great, informal expressions and phrases for the students to use.

Thanks for your comment! Regarding the links, everything works fine on our end. If you’re experiencing some trouble, please email us at [email protected] 🙂

Browse other materials recommended for you

Members only! Subscription models

With this lesson, students talk about subscription models, explore vocabulary and discuss their personal experiences and opinions. They also watch a video featuring advice on how to manage subscriptions and discuss real-life services.

Changing careers

With this speaking lesson, students navigate the territory of career changes. They discuss job market trends, as well as benefits and challenges of transitioning careers. They also talk about important skills and watch a video about a woman who changed careers.

The golden age of podcasting

Explore the fascinating field of technology and podcasts with this lesson! After reading an article, students discuss the use of AI in podcasts, practise vocabulary to talk about the topic and discuss their ideas if they launched a 100% AI-generated podcast.

Ace your next job interview

Dive into the realm of job interviews with this lesson. Students practise job interview vocabulary, watch a video for tips, talk about what can make an interview successful and learn about the STAR approach for responding to interview questions.

Office, remote or hybrid?

With this up-to-date lesson, students discuss work life after lockdown and practise vocabulary to talk about workplace changes. They also watch a news video about companies changing the way they work and discuss different work models.

As per my last email…

Dive into the intriguing world of emailing and talk about what annoys people the most. With this lesson, students expand their vocabulary, express irritation, and analyze real-life situations.

Is a degree worth it?

Engage your students in a discussion on the ins and outs of higher education. Explore education and career-related vocabulary and work on comprehension skills by watching a news report on the job market.

How to stand out at work

Let your students share opinions on getting promoted and being noticed at work. They will discuss hypothetical situations, share experiences and comment on advice from a video.

All about branding

This is a perfect lesson for students who want to discuss brands and the idea of branding. Students learn and practise useful phrases, as well as improve their comprehension skills.

Is there a minimum subscription period if I choose a monthly subscription?

No, there’s no minimum required number of subscription months. You can cancel any time you want. Basically, you can sign up and then cancel your subscription the next day, which will mean you have access for 1 month and won’t be charged again.

What currencies can I pay in for my subscription?

Our default currency is USD (American dollar), but you can also pay in EUR (euro), GBP (British pound sterling) or PLN (Polish zloty). You can change the currency you want to pay in at the Pricing page before selecting a subscription plan.

How can I edit an e-lesson plan?

You can get your own editable copy of an e-lesson plan and make changes to it. To do so, either (1) make a copy of it on your Google Drive (preferable method) or (2) download it in a Powerpoint format (but formatting might be a bit off so we can’t guarantee that it will work well).

Username or Email Address

Remember Me

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

Full lesson Powerpoint on Vocabulary Building

Subject: English

Age range: 11-14

Resource type: Lesson (complete)

Last updated

9 April 2018

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

Tes classic free licence

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

Good idea for writing exercises. Thanks for sharing

Empty reply does not make any sense for the end user

Great idea for an interactive exercise - thank you, easy to adapt.

tarynfielding

Thank you for the inspiration, I adapted the activity ideas to suit a younger group.

I think this is fine for the more capable students but would need to adapt this heavily for less able ones.

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

ACTIVITY 28.1 – PROGRAM EFFECTIVENESS REVIEW

YADKIN COUNTY HEALTH DEPARTMENT, Fall 2022

The Site Visit Team identified a best practice to assure the implementation of the new clinical practice guideline by establishing a contract to provide ambulatory blood pressure monitoring equipment to child health patients. This example exemplifies assuring standard of care is met for the underinsured, uninsured and underserved children 13 and over in Yadkin County.

In January 2018, Dr. Gerri Mattson, Pediatric Medical Consultant, with the NC Children and Youth Branch, presented a webinar on the 2017 AAP Guidelines for Childhood Hypertension. The webinar detailed current evidence-based guidelines for the screening and management of blood pressure in children and adolescents. It also discussed the changes that would impact the care delivered to pediatric clients.

Instead of guidelines that come from the National Heart, Lung and Blood Institute, new clinical guidelines are based on a thorough literature review. A subcommittee was formed to develop an updated clinical practice guideline. New changes included rigorous based methodology, new definitions in line with the American Heart Association and the American College of Cardiology guidelines, new normative tables, and a simplified screening table. Now there is emphasis on 24-hour ambulatory blood pressure monitoring to confirm the diagnosis of hypertension.

Prior to this presentation and a review of the in-depth article Clinical Practice Guideline for Screening and Management of High Blood Pressure in Children and Adolescents by the American Academy of Pediatrics, Yadkin County Health Department only checked the blood pressure by auscultation in the arm three times and on multiple visits. If elevated at 95% or greater, they referred to pediatric cardiology. About a year ago, they requested referral be made to pediatric nephrology. The majority of referrals were confirmed as stage I hypertension and either recommended diet changes and/or medication.

After listening to the webinar and reviewing the literature, the agency approved ambulatory blood pressure monitoring when a child returns for a third visit with elevated blood pressure or stage I hypertension. LabCorp provides the device via mail, the agency applies the device to monitor, and the child returns 24 hours later. The device is then mailed back to LabCorp for an interpretation. The blood pressure is then auscultated in the right and left arms and one leg per recommendations. This was implemented in February 2018 and reduces the risk of referring “white coat hypertension” as well as evaluate Circadian BP patterns. It also sets parameters for easier diagnosis of hypertension in children ages 13 and older, reduces the risk of inaccuracies, and is cost effective in evaluating hypertension.

Help | Advanced Search

Computer Science > Computer Vision and Pattern Recognition

Title: opengaussian: towards point-level 3d gaussian-based open vocabulary understanding.

Abstract: This paper introduces OpenGaussian, a method based on 3D Gaussian Splatting (3DGS) capable of 3D point-level open vocabulary understanding. Our primary motivation stems from observing that existing 3DGS-based open vocabulary methods mainly focus on 2D pixel-level parsing. These methods struggle with 3D point-level tasks due to weak feature expressiveness and inaccurate 2D-3D feature associations. To ensure robust feature presentation and 3D point-level understanding, we first employ SAM masks without cross-frame associations to train instance features with 3D consistency. These features exhibit both intra-object consistency and inter-object distinction. Then, we propose a two-stage codebook to discretize these features from coarse to fine levels. At the coarse level, we consider the positional information of 3D points to achieve location-based clustering, which is then refined at the fine level. Finally, we introduce an instance-level 3D-2D feature association method that links 3D points to 2D masks, which are further associated with 2D CLIP features. Extensive experiments, including open vocabulary-based 3D object selection, 3D point cloud understanding, click-based 3D object selection, and ablation studies, demonstrate the effectiveness of our proposed method. Project page: this https URL

Submission history

Access paper:.

• HTML (experimental)
• Other Formats

References & Citations

• Google Scholar
• Semantic Scholar

BibTeX formatted citation

Bibliographic and Citation Tools

Code, data and media associated with this article, recommenders and search tools.

• Institution

arXivLabs: experimental projects with community collaborators

arXivLabs is a framework that allows collaborators to develop and share new arXiv features directly on our website.

Both individuals and organizations that work with arXivLabs have embraced and accepted our values of openness, community, excellence, and user data privacy. arXiv is committed to these values and only works with partners that adhere to them.

Have an idea for a project that will add value for arXiv's community? Learn more about arXivLabs .