Lesson Opening

Starting a session well:

Things that should always be Things that might be included
included in the Opening of a in the Opening of a lesson.
lesson.
▪ An enthusiastic greeting ▪ Brief small talk
▪ Brief check if there were questions
from the homework assignment
▪ Short review of the previous lesson
▪ Introduce topic
▪ Customized warm-up questions
leading to goal-setting
▪ Setting of a personalized goal
▪ Writing the goal on the board
▪ And getting buy-in from student.

1966
Presentation Phase
General Structure for Presentation Techniques

Stage Goals

Lead-in (use of presentation

Build logically to the new language
techniques)

Students use the new language for the

Statements for repetition
first time

Checkpoint – students say the new

Confirmation / Control step
language on their own
Berlitz Presentation Techniques
 I: I like chocolate. Repeat. (facial expressions)
• Naming/Gesture
S: I like chocolate.
I: Well done!
We use NAMING to
introduce the
concrete nouns and
concepts we can
name with examples

Statements with new

language What other examples of language can you think of?
Student repeats
Car, plane, bicycle; umbrella, coat; tea, coffee, milk;
Macy’s is a department store; I am / You are;
 I: Does it take 3 hours to get to work in the morning?
•Elimination S: No, it doesn’t!
I: Does it take 5 hours?
S: No, it doesn’t.
I: Does it take 5 minutes to get to work in the morning?
We use ELIMINATION S: No, it doesn’t.
mainly to introduce I: How long does it take to get to work in the morning?
key questions for the S: It takes 20 minutes.
first time. I: Good! Please repeat: How long does it take to get to
work?
S: How long does it take to get to work?

Q–N
Q–N What other examples of language can you think of?
Q-N Who, what, where, when, why, how, how many, how
Key question much, what kind of, what time is it, how long is, how
long does it take, whose, etc.
 I: Do you check in at the end of your stay?
•Contrast S: No, I don’t.
I: That’s right you don’t check in, you CHECK OUT at
We use CONTRAST to the end of your stay. Please repeat!
introduce the S: You check out at the end of your stay.
antonym of a known
word or expression

Q–N
Repeat the negative What other examples of language can you think of?
statement then rich/poor, happy/sad, short/long, up/down, on/under,
introduce the new item with/without, fast/slow, open/close, arrive/leave, put
on/take off, in front of/behind, tall/short, new / old,
upstairs/downstairs
 I: Does Mary like steak more than seafood?
•Substitution S: Yes, she does.
I: She likes steak more than seafood OR she PREFERS steak.
Repeat.
We use OR to S: She prefers steak.
introduce a synonym
of a known word or
expression

Q–Y
What other examples of language can you think of?
Repeat the affirmative
very hot = boiling; very cold = freezing; very nice = beautiful; big =
statement use large; near = close; bad = awful; excellent = exquisite; Possessive with
OR to introduce the ‘ (Mike’s car) = our, her, their, his; meet = get together; should =
new item supposed to; can = be able to; have the chance = have the opportunity
 I: Is Jane an American?
•Build Up S: Yes, she is.
I: Does she live in England?
Instructor uses
S: Yes, she does.
known A + B to
introduce a new I: So, Jane is an American WHO lives in England. Repeat.
concept: C.
S: Jane is an American who lives in England.

A+B=C

What other examples of language can you think of?

Conjunctions: because; although; so that; unless, because of,
also, but, that, therefore; Relative clauses, etc.
 I: Is Coca Cola a drinks company?
•Dictionary S: Yes, it is.
I: What about Pepsi?
Instructor turns S: Pepsi is a drinks company too.
definition of term I: Do the two companies work together?
into a series of
S: No, they don’t.
logical questions.
I: That’s right. Coca Cola and Pepsi are COMPETITORS.

A? + B? + C? + D? = Repeat.
New item S: Coca Cola and Pepsi are competitors.

What other examples of language can you think of?

Most abstract nouns & verbs
disappointed; contented; unexpected; fluctuate; imitate;
emigrate; on a whim; get rid of; point of view; boarding pass;
itinerary; run into someone; look over; cover for someone;
conveniences
Presenting Grammar - Examples
• Passive Voice

I: Did Michael Jackson write “Billie Jean”?

S: Yes, he did.
I: So Michael Jackson wrote Billie Jean OR Billie Jean was
written by Michael Jackson. Please repeat.
S: Billie Jean was written by Michael Jackson.
Past Perfect

6:00am 7:30am Now

Eat Go to school
Breakfast

Lead-in:
- What time did you go to school today?- 7:30am
- What time did you eat breakfast? – 6:00am
- What did you do first? – Eat breakfast
- What did you do second? – Go to school

- So, Camilo had already eaten breakfast when he went to

school
• Future with
“Will”

4:15pm
• Future with
“Will”
I: Is it 4:15pm now?
S: Yes, it is.
I: Is the London flight leaving now?
S: No, it’s not.

I: Correct, the London flight is leaving in 15 minutes OR the

London flight WILL leave in 15 minutes.
S: (Repeats model)
Practice Phase
The goals of controlled & less controlled practice

PHASE Goals
Helps students’ short term
Controlled memorization of new language and
Practice patterns. The student hears and uses
the language multiple times in various
contexts.

Helps students experiment and make

Less choices with new language. These
Controlled activities provide opportunities for
Practice students to play with the language and
to test their hypotheses about how
structures or expressions work.
Controlled Practice
 Controlled Practice: Vertical Drill / YNKO
1st Statement: The fare is 200 dollars 2nd Statement: It takes about 45 minutes to get to the airport
3rd Statement: The teacher bought a round trip ticket to NY

Is the fare 200 dollars? (Yes, it is)

Is the fare 300 dollars? (No, it’s not) VERTICAL
How much is the fare? (The fare is 200 dollars) DRILL: YNKO
Is the fare 300 dollars or is the fare 200 dollars? (The fare is 200 dollars)
Does it take about 45 minutes to get to the airport? (Yes, it does)
Does it take about 45 seconds to get to the airport? (No, it doesn’t)
How long does it take to get to the airport? (It takes about 45 minutes to get to the airport)
Does it take 45 minutes or 45 seconds to get to the airport? (It takes about 45 minutes to get to the airport)
Did the teacher buy a round tricp ticket to NY? (Yes, he did)
Did the teacher buy a one way ticket to NY? (No, he didn’t)
What type of ticket did the teacher buy? (The teacher bought a round trip ticket to NY)
Did the teacher buy a round trip ticket or a one way ticket to NY? (The teacher bought a round trip ticket to NY)
The Vertical Drill is mandatory for Level 1 and for grammar (Levels 1-4), and
it is optional for vocabulary levels 2-4
Less Controlled Practice
 1st step: Mixed Personalized Questions
1st Statement: The fare is 200 dollars 2nd Statement: It takes about 45 minutes to get to the airport
3rd Statement: The teacher bought a round trip ticket to NY

I: Junichi, do you sometimes take the bus to go to the movies?

I: And how much is a bus fare in YOUR city?
I: How long does it take to get to YOUR house from the movie theatre?

I: Maria, When was the last time YOU bought a round trip ticket?
I: Was it to go see an opera?
I: How much was the fare?
I: How much is a taxi fare to get to the Opera house?

I: James, you like to travel, right? When YOU travel what type of ticket do you usually buy?
I: How long does it take YOU to get to the airport from your house?

The section becomes like a structured conversation, rather

than jumping from one concept to the next!
2nd step: Additional activity
(if group/student is on pace)
What other activities can you think of?
Let’s take a look at the materials
 Questions From Students
Tease Questions: A Question With:

I: Ask me what I did yesterday. I: Let’s review some words from

S: What did you do yesterday? the text. Ask me a question
I: I went out, but not to the park. with the word “hobby”.
S: Where did you go? S: What hobbies do you have?
I: I went to the cinema, but not I: Snorkelling and diving. Now,
to “winter sports”.
see a film …
Indirect Questions: Answer / Question:
I: Do I have a car? I: The answer is: I went to the
S: I don’t know. BANK on Monday. What is the
I: Ask me! question?
S: Do you have a car? S: Where did you go yesterday?
I: No. A big flat? I: Great. To the bank. Now, the
answer is: I went to bank ON
MONDAY …
Cue-Response
Transformation
Transcript of a demo class
(LESSON OPENING) ▪ An enthusiastic greeting
Hello guys! Welcome! How are you? ▪ Brief check if there were
questions from the homework
Did you do the homework? Do you have any questions?
Ok. Let's review the previous class. Last class we talked about restaurants
assignment
and food. What information do you give when you book a table? Who ▪ Short review of the previous
works in a restaurant? What are some questions a server may ask? lesson
Ok! Let's continue.
▪ Introduce topic
Now, it's time to start a new unit. Do you prefer to go on vacation in winter ▪ Customized warm-up questions
or summer? What kind of activities do you do? Do you know what to do in leading to the …
your classmate's country? Would you ask for recommendations? Ok! So
our goal is to ASK A FRIEND ABOUT SIGHTSEEING IN HIS/HER COUNTRY. ▪ Setting of a personalized goal
(instructor writes goal on the board and ask one student –only one- to ▪ Writing the goal on the board
read it)
and getting buy-in from student.
Now, let’s check some new vocabulary!
(PRESENTATION PHASE – items to present: "whitewater rafting", "parasailing", "to relax", "relaxing",
"exhausting", "to take it easy", "dangerous", "safe")

(Instructor shows picture of whitewater rafting) They are doing whitewater rafting. Repeat. They are
doing parasailing. Repeat.
Do you work when you're on vacation? (N) Ok, so you don't work. You relax!
How do you relax? (student gives ideas, example reading) Ok, so reading is relaxing. Please repeat.
Would you be tired after doing whitewater rafting? (Y) Exactly, so you would be very tired because
THAT IS EXHAUSTING. Please repeat.
Are you going to relax this summer? (Y) So we will relax this summer or WE WILL TAKE IT EASY THIS
SUMMER. Please repeat.
Is parasailing dangerous? (student says yes, he confirms she understands the word 'dangerous') and
what about playing chess? is that dangerous? (N) Ok, so playing chess is not dangerous, PLAYING
CHESS IS SAFE.
▪ Lead-in (use of presentation
Ok guys, repeat after me. techniques)
Whitewater rafting is exhausting.
We will take it easy this summer.
▪ Repetitions of statements (x1-3)
Playing chess is safe and relaxing. ▪ Confirmation
We will take it easy this summer.
Whitewater rafting is exhausting.
Playing chess is safe and relaxing.

We will...?
Playing chess is...?
Whitewater...?

Ok, now let me ask you some questions, let's practice!

(Controlled practice: vertical drill)
Is whitewater rafting exhausting?
Is whitewater rafting relaxing?
What extrem sport is exhausting?
Is whitewater rafting exhausting or relaxing?
Will we take it easy this summer?
Will we take it easy tomorrow? Controlled Practice:
When will we take it easy?
Will we take it easy this summer or tomorrow? Vertical drill (YNKO)
Is playing chess safe and relaxing?
Is playing chess dangerous?
What is safe and relaxing?
Is playing chess safe and relaxing or dangerous?

(Less-controlled practice: mixed pers.qs and questions from students)

Less Controlled Practice
Is playing soccer safe or dangerous? Step 1: Mixed Personalized Questions
What sports do you think are safe? Dangerous? Step 2: Additional activity (examples:
When do you usually take it easy?
What activities are exhausting in your opinion? Which ones are relaxing? QFS, cue-response, transformation,
game, etc)
Do you know if Matias likes dangerous sports? No? Ask him!
Do you know if Majo enjoys relaxing activities? Ask her!
Do you know which activities Miguel considers exhausting? Ask him!

Alright! Now let's continue with…

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