ELT Methodologies
Aim
This page explains a common methodology used in ELT materials, and compares it with other common ELT approaches. It helps writers understand how lesson stages, scaffolding, and task types fit together.
Expanded Present – Practice – Produce methodology
Ths is a modified form of Presentation–Practice–Production (PPP). It also maps well onto Jeremy Harmer’s Engage–Study–Activate (ESA) model.
The Activation / Production phase is strengthened with task‑based elements such as case studies, scenarios, role plays, and complex decision‑making discussions. In other words, it is wise to use a more conservative PPP structure, but open out into more task‑style production at the end.
Learning process
The trainer progressively hands over control of the lesson to the learner.
- The trainer introduces the target language.
- The learner is guided through exercises with extensive scaffolding.
- Support is reduced step by step.
- The learner finally produces the target language independently.
This gradual release of responsibility is the scaffolding process.
Lesson phases
- Warm-up
- Acquisition
- Guided Application
- Independent Application
- Activation
- Feedback
These phases create a clear path from input and controlled practice to freer production and reflection.
Warm-up
Goal: introduce the topic, activate prior knowledge, engage the learner, and present lesson objectives.
Possible activities
- Picture with elicitation questions
- Lead-in questions
- Quote
- Questionnaire or survey
- Ranking activity
- Predicting
- Quiz
Acquisition
Goal: introduce target language or grammar in a real-life context.
This stage checks comprehension and is often combined with closed questions, multiple choice, or true/false statements.
Possible input types
- Short text in context
- Short listening or dialogue
- Example sentences in context
- Explanations and rules
Grammar approaches
- Inductive: learners notice examples and infer the rule.
- Deductive: learners read explanations and rules.
Guided Application
Goal: check comprehension using controlled practice with high scaffolding.
Exercises have one possible answer and all necessary elements are supplied.
Possible activities
- Multiple choice
- True / false statements
- Closed questions
- Gap-fill with options provided
- Matching activity
- Categorizing
- Complete a chart with missing information
- Sentence ordering
- Build a sentence
- Odd word out
Independent Application
Goal: provide less controlled practice and more independent language production with low scaffolding.
Multiple answers may be possible and learners usually need to supply most of the language themselves.
Possible activities
- Writing short sentences from prompts
- Sentence transformation
- Finish the sentence
- Correct the mistake
- Gap-fill writing
- Discussion or comparison of pictures and diagrams
- Discussion of prompts or statements
- Structured role-play
- Information gap
- Open questions
- Ranking and choosing activities
Activation
Goal: provide free language production in a situation that resembles real life.
Learners use newly acquired language independently, while the trainer listens and takes notes for later feedback.
Possible activities
- Learner presentation
- Case study
- Role-play
- Meeting simulation with role cards
- Agenda-based meeting task
- Decision-making discussion
- Ranking task
- Writing tasks for courses: email, report, narrative, storytelling
Feedback
Goal: provide delayed feedback on learner performance during Activation.
The trainer gives specific examples of language used and checks whether the lesson objectives were achieved.
Possible activity
What you said / What you should have said
Common ELT methodologies
Most publisher stick to the following ELT strategies.
Test–Teach–Test (TTT)
A lesson format that starts by checking what learners already know, then teaches around the gaps, and finishes by testing again. It is useful when learners may already have partial knowledge.
Task-Based Learning (TBLT)
An approach where tasks are the core unit of planning and instruction. Learners focus primarily on meaning and use language for real-world, non-linguistic purposes.
TBLT is especially close to the activation phase because it uses meaningful tasks, role plays, problem solving, and real communication.
Presentation–Practice–Production (PPP)
A common lesson structure in which the teacher presents language, learners practise it in controlled tasks, and then use it more freely in production.
Engage–Study–Activate (ESA)
A three-part model in which learners first engage with the topic, then study the language, and finally activate it in freer communication.
Key Takeaway
Many coursebooks and e-learning strategies follow a scaffolding-based PPP sequence, with stronger task-based production at the end. Writers should understand how this model relates to ESA, TTT, and TBLT so they can design materials that move logically from controlled practice to meaningful, learner-centred communication.