Many newly qualified or inexperienced teachers tend to base their lesson planning on the traditional PPP approach (Presentation, Practice, Production) because it is reliable and it is a valid framework around which to base a series of classroom activities. It is also usually the best way of covering all the lexical areas and grammar points in the course book or syllabus.
The language presented and practiced does not take into account the particular needs of each learner; the language content is almost always dictated by the coursebook and/or syllabus. For this reason, many teachers, having experimented with the PPP approach turn to more learner-centred approaches where the needs of the learner are central to the lesson content. Two such approaches are TBL (Task-Based Learning) and PBL (Project-Based Learning).
