At the outset of my teaching career, I readily adopted what little teaching methodology I was aware of to my classroom practice. As with most new teachers fresh from the CELTA course, my lessons followed the PPP (presentation, practise, production) model, or slight variations thereof. However, as my teaching quickly developed on a steep learning curve, so did my awareness of other methodological possibilities, and also the shortcomings of the method I had thus far applied. Nevertheless, I persisted with this method.
Whilst the PPP method offered a comfortable and safe framework1 for me as a newly qualified teacher, I nevertheless soon realised that i) it is important to meet the specific needs of ones learners, and ii) an authentic context will enhance the learning experience. A failure to deliver on both of these counts is one of the major reasons why the PPP method is criticised. This is also the reason why I have chosen to examine an alternative to this model: Task-based learning.