Trainees often find it hard to understand the difference between a PPP and TBL lesson plan shape. This is a practical exercise which features similar lesson content being taught through both a PPP and a TBL approach.

Instructions

1. Divide the class into pairs or groups of three and hand out one set of boards and cards to each pair/group.

2. Ask trainees to look at the two different aims and identify which lesson features a PPP approach and which is a TBL approach. Elicit that the main aim of a PPP lesson is usually a language aim, while the main aim of a TBL lesson is to complete a task in L2. Draw trainees’ attention to the right-hand column on both boards, which gives the typical stages of each lesson type.

3. Draw trainees’ attention to the empty procedure squares and the additional cards. Explain that their task is to place the cards in the correct place on either board. They should do this using the links between the previous and following stages in each lesson plan, and by thinking about the aims of each stage within each lesson type. Allow about five minutes.

4. Have trainees stand up and move to another pair's or group's boards. Without moving any pieces, they notice any differences between the matches made. Conduct feedback about these differences, without giving the correct answers.

5. Have trainees move back to their boards and make any changes they think necessary.

6. Conduct feedback, giving the correct answers.

Follow-up

Have trainees focus their attention on either the PPP or TBL model and suggest a variation in one of the procedures for any of the stages. These suggestions could be called out and discussed; or written down, collected in and feedback conducted on at the following input session.