METHODOLOGY: Steps of the Class (60 minutes)

WARM-UP

5 minutes

Actividades que continen estructuras conocidas por los alumnos que deben estar directa o
indirectamente relacionadas con el punto gramatical a desarrollar. Por ejemplo, un repaso, una
dinmica, concurso, tpico a discusin de manera breve o simplemente preguntas directas.

Activities containing known structures which must be directly or indirectly related to the point to be
introduced. It can be a review, a game, a contest, a topic to be discussed briefly, or personal
questions.

It must include a known point related to the new one to be introduced in order to ease the transition
and to get students involved.
The warm-up can be carried out in different dynamics, not just in total class and must take 5 minutes at
most or a bit longer if vocabulary is being introduced at the same time.

VOCABULARY

10 minutes

Se introduce el nuevo vocabulario de clase, a travs del uso de visuales, mmica, situaciones comunes,
sinnimos, antnimos, en el pizarrn o pintarrn, mediante dibujos u objetos reales.

Vocabulary is explained through the use of visuals, mimicry, situations, synonyms, antonyms, black or
whiteboards, drawings or realia.

Students need to build up their vocabulary in order to express their ideas and to become more fluent.
The teacher must provide them with new words as often as possible, (avoiding saturation) and have
them use, reinforce, and re-cycle them through activities carried out in class.
It is also the teachers obligation to know all the vocabulary handled during the course and to anticipate
those which the students might ask for in the class.
All new words must be written down on the black/whiteboard and practiced.

PRESENTATION

10 minutes

Definiciones Gramaticales y reglas son totalmente evadidas. Las estructuras se presentan de manera
clara, en situaciones reales y familiares de cada da, en donde el alumno le da un significado y por ende
lo hace parte de su vida diaria.

Grammar definitions and rules are totally avoided. Structures are given through clear, real, and every
day situations which convey meaning and form.

An every day situation is set up in order to introduce the new point in an inductive way. That is, that
through the situation students will grasp the meaning and the form of the new point without requiring
any further explanation.

CUES & DRILLS

15 minutes

Estas actividades en donde los alumnos aislan la estructura gramatical con el objeto de reforzar el
entendimiento de la misma y obtienen confianza al usarlas, antes de integrarlas a un conocimiento de
esturcturas previas.

These are activities in which students isolate the new structure in order to reinforce understanding and
to gain self-confidence in using it, before integrating it with previous knowledge.

A grammar point is usually segmented into several presentations, along with their corresponding
drilling according to the different forms it takes. (With a drill or two after each segment to reinforce) e.g.
affirmative/interrogative-affirmative/negative (tenses), short adjectives/long adjectives/irregular
(comparatives & superlatives).
Effective cueing requires good use of mimicry, gestures, and words such as verbs, names and time
expressions among others, these must be planned ahead of time so as to maintain adequate tempo.
The presentation of a new point in its different forms needs a good variety of drills which will help the
students handle the new point correctly.
Body language is valuable for cueing, avoiding oral explanations, and cutting down on the teachers
talking time (TTT). So, it must be used as much as possible.

CONSOLIDATION

10 minutes

Esta consolidacin del conocimiento nuevo se hace a travs de la prctica del estudiante en todas las
maneras posibles en que se aplica dicha estructura y/o vocabulario de reciente aprendizaje.

An activity through which students will practice all the different forms the new point takes on.

APPLICATION

10 minutes

Acitividades como role-plays, dilogos, conversaciones guiadas, en donde se integrar el nuevo

conocimiento con las estructuras que el alumno ya conoce .

Activities such a role-plays, dialogues, guided conversations, guided discussions, which will meet the
new point and integrate it with the ones students already know.