This article charts the chequered history of the PPP model (Presentation, Practice, Production) in English language teaching, told partly through reference to articles in "ELT Journal." As well as documenting its origins at the dawn of communicative language teaching (and not in audiolingual approaches, as some have suggested), I chart its history through the 1980s, discuss key criticisms directed at it in the 1990s, and also document its close relationship with ELT coursebook syllabi ever since its emergence. Recent evidence from second language acquisition research in support of explicit, practice-oriented instruction such as PPP is also discussed, along with other recent references to the model, suggesting not only that it can no longer be rejected as incompatible with research evidence, but that it may be enjoying a revival in its fortunes.