What is ppp?

What is PPP?
PPP is a simplified methodology for language teaching. Language is presented in small units or stages such as presentation, practice, and production. Teachers aim at a specific syllabus and use a deductive method of explanation based on the intuition of the coursebook author. Her various TEFL books are based on the same syllabus, where the author's intuition plays a key role and she focuses solely on the target language.
Presentation: Teachers introduce new words and structures, give examples, and write them on the board. 
Practice: Students practice controlled manipulation of words and structures. Make sentences from requests, ask questions and answer them, and make sentences using pictures. Practice can be oral or written. 
Production: Students express themselves more freely using the language they learn. Talk or write about your life and interests, give your opinion, and introduce yourself in different situations. As with practice, production can be oral or written. 
During the practice phase there are two sections: control and free. Learners should confirm target items through gap-filling, chorus, and individual practice as learners become familiar with using the language. In the free part, on the other hand, the student alone decides on the use of the target language. It is assumed that students understand shapes and only need to practice constructions.
Productive stages with communicative tasks such as role-play help learners apply the learned structures. It is unknown if this phase is communicable. However, PPP teachers show that learners learned the language through natural contexts or activities. 
What is TBL?
In task-based learning, the focus of instruction is the task itself, not grammatical points or vocabulary areas, and the goal is to 'complete the task' rather than 'learn the structure'. Of course, students must use the correct language and communicate their thoughts in order to succeed in the task. Language thus becomes a communication tool whose purpose is to successfully complete a task. Students can use whatever language they need to reach their goals. There is usually no "correct" answer for task outcomes. Students decide for themselves how to write, using whatever language they see fit.
Different teachers use her TBL in different ways. Some integrate it into existing curriculum, some use it to replace the curriculum entirely, and some use it as an "add-on" to traditional classroom activities.However, in general, the TBL approach A teacher who uses divides task-based instruction into his three phases. 
Stage 1: Preliminary task. Teachers introduce topics and familiarize students with situations/phrases/texts (reading and listening). This draws students into the topic and creates useful language. The teacher then explains what the task is and sets the activity. 
Stage 2: Students work in pairs or groups to solve the task. You can then present your findings/conclusions to the rest of the class. Mistakes are irrelevant at this stage. Teacher supported and supervised. Learners will focus on communication, perhaps at the expense of accuracy, but that will be addressed in the next step. 
Stage 3: Teachers work on specific language points that appear in Level 2. (During the monitoring phase, most teachers take notes on common mistakes and students' specific learning needs). Students reflect on the language needed to complete the task and how well they did it. This is an opportunity to focus on accuracy and ensure that any questions or problems are resolved.