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CELTA Input

Teach with PPP: Show, Help, Use

For trainee teachers. One idea per slide. Simple words. Clear pictures.

Slide 1 of 17Use Left and Right keys. Press Full screen to project.

Your goals today

By the end, you can teach this.

Good teachers share the plan first. Copy this in your first lesson.

  • 1. Name the 3 steps: Show, Help, Use.
  • 2. Show meaning with a picture and 2 check questions.
  • 3. Say a sentence together so the stress sounds right.
  • 4. Run one fill-the-gap task, then set a real-talk goal.
Trainer at the board sharing today's goals with trainees
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Copy me today

Steal these 4 moves.

Watch how I teach you. Do the same with your learner.

  • 1. Short instructions. Show, do not explain.
  • 2. Check with questions. Never ask Do you understand?
  • 3. Say every sentence together. Say it, clap the stress.
  • 4. Praise first. Correct after they talk, not during.
A classroom where the trainee will soon teach his first lesson
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Start here

Good lessons have 3 steps.

Today you learn PPP. You will use it in your first lesson.

  • 1. Show new language in context
  • 2. Help learners practise safely
  • 3. Use language to communicate
Trainee teachers in a classroom looking at the board
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Why PPP

New language is hard.

First we show. Then we help. Then learners speak free. No overload.

ShowHelpUse
Two A2 learners studying together, showing learning takes support
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The 3 parts

Present. Practise. Produce.

  • Present: show meaning, form, sound. 10 mins.
  • Practise: small safe tasks. 12 mins.
  • Produce: real talk with a goal. 15 mins.
Teacher and one learner doing real talk together in a 1-1 lesson
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Demo: you are the learner

She is going to visit her mum.

Weekend plan. Future. Decided.

She is going to visit her mum.They are going to play football.He is going to travel.
Daughter visiting her mum at home Two friends going to play football Man going to travel with a map
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Present: meaning

Where is the visit?

Move the yellow dot. Where is Anna's visit?

Good. Future plan. Correct.

Did she do it already? No.
Is it a plan? Yes.
Same daughter visiting her mum, to check meaning of She is going to visit
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Present: form and sound

Build it. Stress it.

Subject + be + going to + verb

Build it, then stress it. Put 5 words in the boxes. Then tap GOING, VISIT, MUM.

Subject
be
going to
verb
.

Say the yellow words longer and stronger. Clap on each one.

Daughter visiting mum, matches sentence She is going to visit her mum
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Practise: safe

Type it. Say it.

She ___ visit her mum.

Use 3 words. Then say the full sentence aloud.

Learner writing the sentence: She is going to visit
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Produce: real talk

Plan a weekend together.

Find 3 plans you BOTH like. You must agree. Speak, do not write.

Are you going to play on Saturday?Yes, I am. How about Sunday?
Two friends planning a weekend together outside
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Golden rules

5 rules for your first lesson.

  • 1. Short show. Long use.
  • 2. Check, do not ask Do you understand?
  • 3. Say every new sentence together.
  • 4. Give a clear goal for talk.
  • 5. Correct after they talk, not during.
Checklist on desk, matches the 5 rules list for your first lesson
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Check and close

What is P1? P2? P3?

Tell your partner in 30 seconds. Then we plan your first lesson.

  • P1: Show. P2: Help. P3: Use.
  • Photos: Unsplash, free to use. No attribution required, given here for transparency.
Two trainees telling each other P1, P2 and P3 in 30 seconds
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Present: pick your letter

Show A, B, C, or D.

Pick your TP letter first. Then use only its Show box.

A: going toShow the mum photo. Say: She is going to visit her mum. Ask: Did she do it already? No. Is it a plan? Yes.
B: past simpleShow a film photo. Say: I watched a film last night. Ask: Did I watch it yesterday? Yes. Is it now? No.
C: canShow a swim photo. Say: I can swim. I cannot fly. Ask: Can I swim? Yes. Can I fly? No.
D: comparativesShow two towns. Say: My town is bigger than your town. Ask: Which town is big? My town. Are they the same? No.

Practise: same letter

Stay with your letter.

Safe gaps. The learner says the full sentence. You correct at once.

A: going to gapsShe ___ visit her mum. Answer: is going to. Say it. Then type it.
B: -ed gapsI watch___ a film last night. Answer: watched. Say it. Then read it aloud.
C: can gapsI ___ swim. She ___ fly. Answers: can, cannot. Say each full sentence.
D: -er gapsMy town is ___ than yours. Answer: bigger. Say it. Then type it.

Produce: same letter

Talk with your letter.

Real talk with a goal. Your learner must use the new language.

A: weekend plansAgree on 2 shared plans together. Say each plan with going to.
B: last weekendTell 4 actions from last weekend. Find 2 actions you both did. Use watched, played, cooked.
C: abilities cardMake a card with 4 true sentences with can. Read 2 aloud. Example: I can cook.
D: best townCompare 2 towns with bigger, smaller, cleaner. Choose the best place to visit and say why.

Your first lesson: pick one path

Choose A, B, C, or D.

One letter from start to end. Use its boxes on Slides 13, 14, and 15.

A: Online, A2Teach going to for weekend plans. End with: agree on 2 shared plans together.
B: Classroom, A2Teach past simple for last weekend. Example: I watched a film. End with: tell 4 actions and find 2 you both did.
C: Classroom, A1Teach can and cannot for abilities. Example: I can swim. End with: make a card with 4 true sentences and read 2 aloud.
D: Online, A2Teach comparatives for towns. Example: My town is bigger than your town. End with: compare 2 towns and choose the best place to visit.

Plan it in 20 minutes

Plan PPP plus feedback.

Stay with one letter A to D through Slides 13, 14, and 15. Plan 30 minutes.

1. AimWrite one aim with your letter. Example B: my learner will talk about last weekend with past simple.
2. StagesShow your letter box. Say its sound together. Do its gaps. Then real talk.
3. Fix it togetherListen in real talk. Write 4 sentences you hear. Fix them together. Say the correct forms together.
4. CheckAsk your learner to say the real plans again with the correct form.

Planner's corner: say it like this

Aim: By the end, my learner will be able to ___.

Stages: First I show ___. Then we practise ___. Finally they ___.

Feedback: I will write 4 sentences I hear. We fix them together.

Check: Tell me your plans again with ___.

Full screen on. Use Left Right to move. Press Esc to exit.