Test, teach, test in teaching grammar
Test, teach, test
Another alternative to the traditional PPP approach is the test, teach, test (TTT) approach.
In a TTT lesson, learners produce language first, before learning the related language.
The teacher asks them to do a particular task (like a role play or a written task). Then, based on the problems seen, the teacher plans and presents the target language. Then the learners do another task to practise the new language.
An example
Learners who haven't studied phrasal verbs are given a text and asked to find examples of phrasal verbs.
They're able to do this but not to deduce meaning. The teacher plans a lesson to help learners develop this and then asks them to do a similar activity.
TTT is a useful approach, as it enables teachers to identify and address the specific needs of learners concerning a language area.
It can be particularly useful at intermediate levels and above, where learners may have seen language before but have specific problems with it, and also in mixed-level classes, when it can help identify objectives for each individual.
Read this task from a general English course in which learners sign up for a course at BEST Language School, using a registration form.
Lesson notes: Registering at a language school
The teacher hands out the language course forms and asks the learners to make questions in pairs and do a role play asking for information (e.g. What is your surname?)
The learners have difficulties doing the task and cannot make correct questions (e.g. When do you want to start?).
The teacher notes the language problems and after the activity models and drills the correct questions.
The learners do drills and language practice activities.
Then the teacher asks the learners to make their own language course form.
The learners do the role play again.
What kinds of ideas did you come up with? Compare your ideas with those below.
- If the learners show that they know the language and do the role play very well, you can simply move on to another topic!
- If some of the learners perform well, you can encourage peer teaching and communicating by asking those who did well to 'teach' those who did less well.
You can have group leaders, or a 'temporary teacher' at the board. This creates a sense of collaboration and has good communicative value.
Advantages and disadvantages
Listen to a teacher talk about the advantages and disadvantages of using the TTT approach. As you listen, select the ideas that the teacher mentions. Listen carefully – these statements are paraphrases!
Let's talk about some of the good points of TTT first. I like that it creates a collaborative atmosphere. Learners need to discover and problem solve.
Secondly, it can really save time if the learners already know the material.
Have you ever taught a lesson and felt that it was unnecessary because they already were confident with the language structure you're teaching? TTT helps avoid that problem.
Next, I find that many learners like the challenge of showing what they know.
To be honest, many of them think they know more than they do and surprise themselves, but that's not bad. This helps them realise they really do need the lesson.
OK, some of the disadvantages of TTT. Well, I mentioned it can really save time if learners already know the target grammar or vocabulary.
But if they don't know it, that first 'test' stage of the lesson can really use up valuable time. So although you might save time using TTT, sometimes you might also lose it!
Another possible problem is that some learners don't believe their classmates actually know the answer, so when they have to do the first stage, there are some arguments.
The last disadvantage is that it can be quite difficult to prepare a TTT lesson.
You have to know your learners really well and be quite accurate in predicting what language they will need to learn, otherwise you'll plan for lessons you don't need, or not be prepared for lessons they do need.
Using the TTT approach is a good way to find out what the learners know or can remember. It's a good review strategy and is useful when preparing for an assessment or end-of-unit review.
During feedback learners check each other's work – this encourages peer teaching.
However, it takes a skilled planner to make a TTT lesson work well.
Why is it an important approach?
It encourages participation and develops learner independence and critical thinking.
Why can learners remember the rules?
The learners are engaged and an active part of the learning. They're personally involved in working out the rules.'
Why do you think some learners don't like this approach?
They aren't used to it, as this is a non-traditional way of doing things. They may believe it's the teacher's job to tell them. They may also feel insecure about being asked to work the rules out themselves or afraid of getting it wrong.