TO THE SECOND PHASE

OF
TRAINING IN
BILINGUALISM
 TRAINERS
ADALBERTO JIMENO
MEDINA

AND
•Presentation techniques are ways
used by the teacher to present
(introduce to learners for the first time)
new language, such as: vocabulary,
grammatical structures and
pronunciation.
• Introductory activities are those
used by a teacher to Introduce a
 PRESENTATION, PRACTICE
AND PRODUCTION (PPP)
 The teacher presents language
in a context.
 He gets students to practise it in
controlled practice activities.
 The teacher asks the students to
use the new language in less
controlled activities, in a
communicative way.
 TASK-BASED LEARNING
(TBL)
 The teacher gives students tasks
to do.
 He presents new language after
students have needed it to use it,
and only presents language that
he/she or the students have
identified as needed.
TEST-TEACH-TEST (TTT)
The teachers gives learners
a task that requires them to
use new language.
 After the task, he presents
the new language to them.
 Finally, the teacher gives
them another task to
practise the new language.
 Aids to use to help create the
context: pictures, video, cassette, a
worksheet.
 To show the meaning or use of the
new language: explanation,
translation, presenting through a
situation.
 aspects of the new language to
present: use, pronunciation,
grammar, spelling.
PlANNING A LESSON: STEPS
1. Warmer (warm up): to get ready students for
the class.
2. Lead- in: guide the learners to the topic of the
class.
3. Contextualization (put language into context)
4. Elicit previous language: get information from
the students.
5. Choral drill: repetition drills.
6. Presenting language.
7. Controlled practice activities.
8. Explanation of usage: focus on meaning and
form (structure components).
 9.Concept check: verify if the
topic has clearly been
understood
10.Extracontrolled practice
activities.
11.Free practice activities.
12.Feedback.
 LESSON ONE
Warm up: students listen to a short song. (5
min.)
SONGS FOR KIDS\04 Pista 4_WARM UP.mp3
 Lead-in: the teacher tells the students: ¨ok.
guys, listen up ! I am a teacher, you are a
stude nt, he is in the classroom, she is
beautiful, It is a computer, we are happy, you
are good students, they are smart.¨
 Contextualization: the teacher points out
some students and says:¨ I am Aquilio, you
are Sandra, he is Carlos, she is Elizabeth, It is
Elicit previous language: the teacher asks the
learners several questions, such as:¨Am I a
teacher?- yes, you are. Is he Felipe?- No, he is not.
Are you a student?- Yes, I am. Is it a computer?-
Yes, it is. Are we in the cafeteria?- No we are not.
Are you in the classroom?- Yes, we are. Are they
mechanics?- No, they are not.”
 Choral drill: the teacher asks the students to
repeat after him some sentences: “Ok. Guys, repeat
after me:
I am (a teacher), you are (a student), he is
(Carlos), she is( Sandra), it is (a chair), we are (in
 Presenting language: the teacher writes on the
board the following information:
I am…… Am I ?... I am not..
You are….. Are you ?..... You are not…
He is…. Is he?…. He is not…..
She is….. Is she?.... She is not….
It is…. Is it?.... It is not….
We are…. Are we?.... We are not….
You are…. Are you?.... You are not….
They are…. Are they?.... They are not….
 Controlled practice activity: The learners have to complete a worksheet with the verb to be in all
its forms. (Do it by yourself).

 Explanation of usage: The teacher explains the use of the verb to be and its conjugation.

 Concept check: How do we say…………….. In English?

Example: Elizabeth, how do you say yo soy in English?
William, how do you say él no es o él no está in English?

• Extracontrolled practice activity: The students have to answer five questions in affirmative and
negative form. See the examples:
Are you a smart student?
Yes, I am...
No, I am not…

14. Is she in Cartagena?

Yes, she is…
No, she is not…
Feedback: The teacher does a
summary about the items of the
lesson with the help of the
students.