The following table shows the difference between these two approaches which apparently just seem to be in reverse order, but in fact with TBL learners carry out a communication task using the language they have learnt from previous lessons or from other sources while with PPP the class is focused on ‘the structure of the day’.

Presentation	Pre-Task
A grammar structure, vocabulary or a set of functions is presented. The presentation is usually through elicitation, that is, pattern sentences or short dialogues illustrating target items acted out by teacher, read from a textbook, or heard on tape.	A topic area is introduced and explored. Words and phrases that will be useful later are recalled and activated. The instructions of the task are clarified.
Practice	Task Cycle
Students practice what they have recently learnt in a controlled way. The practice is spoken first and then written.	Students work on the task itself, this could be done in pairs or in small groups. Students prepare a report about how they did the task, their decisions and discoveries. Students present their reports.
Production	Language Focus
Students use the topic of the day freely. They use it in a free and more communicative context such as role plays or a letter.	Students analyse and practice aspects of language form and use.

Features of what happens in class when using each model

The following table summarizes the main differences between each approach based on language structure, students’ and teachers’ role, interaction and language exposure.

PPP

TBL

The aim of a PPP lesson is to teach a specific language form – grammatical structure, or the realization of a particular function or notion. In a PPP cycle, with the presentation of the target language coming first this context has to be invented. Students simply repeat, manipulate and apply the language. In a PPP cycle examples are made up to illustrate a single language item. The teacher pre-selects the language to be taught. A PPP cycle leads from accuracy to fluency. PPP only provides a paradigm for grammar and form-focused lessons. In a PPP lesson, except during the final production stage, teachers are at centre stage, orchestrating the class. Students are dependent.

Learners use language from previous lessons. Learners pay attention to specific features of language form at the end and when they reach the language focus, they are already familiar with it. Students think and analyse.Listening and reading provide more varied exposure to natural language. Learners are free to ask about any aspects of language they notice. A TBL cycle leads from fluency to accuracy. All four skills are naturally integrated. In TBL teachers intervenes only when needed. Students are more independent. Teacher works as a monitor.

Taken from Zavala, B. (2012). Presentation, practice and production versus task based learning using from focused tasks. Maestría en Educación con Mención en Enseñanza de inglés como Lengua Extranjera. Universidad de Piura. Facultad de Ciencias de la Educación. Piura, Perú. Creative Commons 2.5 Attribution-NonCommercial-NoDerivatives 4.0 International