DELIVERY OF BERLITZ METHOD – LESSON FLOW CHART BE 1-4

 Review Previous Class Points –(5 Minutes) –

 Check Homework – (5 Minutes)

 Warm Up to speaking goal:

 Customize speaking goal and WRITE IT ON THE BOARD

Speaking goal: to talk with a friend about what we do everyday

 Presentation (1. Lead In 2. SFR (min 3) 3. Cue)

Use naming technique and a power point presentation to introduce vocabulary

SIGNPOSTING AND ADVISE STUDENTS ON HOW THEY WILL BE CORRECTED AT THIS STAGE

 More Controlled Practice (Yes, No, Wh, Or, Key questions) – Student’s Questions

Yes:
Do you get up every day?
Do you go to work in the morning?
Do you go home after work?

No:
Do you take Spanish lessons?
Do you get up at noon?
Do you have breakfast in the evening?

Wh:
At what time do you get up?
At what time do you have breakfast?
At what time do you go to work?

Or:
Do you have lunch in the morning or in the afternoon?
Do you get dress in the evening or in the morning?
Do you go to bed in the afternoon or at night?

SQ:
Ask… a question using “wake up??
Ask… a question using “go to work”?
Ask… a question using “go home”?
SIGNPOSTING AND ADVISE STUDENTS ON HOW THEY WILL BE CORRECTED AT THIS STAGE

 Less Controlled Practice (Tic-tac-toe, Fill in the blanks, memory Chain, find someone who who? etc)

Students will receive six rectangular pieces of paper. They will be asked to write on one of them an activity they do in
the morning, then in another piece of paper an activity they do in the afternoon and in another an activity they do in the
evening.
Using the other three pieces of paper they will write the time when they do it. After all students have finished doing
that, they will put the “cards” into two piles (one for the times and another for the activities). After shuffling them, every
player will get 3 time cards and 3 activity cards.
One of the players will start the game by playing a “time” card. The player to his right has the chance to play an activity
card that properly matches the time, if he cannot the next player might play it, and so on until someone correctly plays a
card. Then the person to the right of the original player plays a time card and the process starts again.

b
SIGNPOSTING AND ADVISE STUDENTS ON HOW THEY WILL BE CORRECTED AT THIS STAGE
 PERFORMANCE (Role Plays, Debates, Discussions, Pros & cons and presentations). Use PTP Cycle to maximize
Student’s speaking time.

Students will be divided in pairs and talk about what they do every day and compare their routines.

 Wrap up & Confirm Speaking goal – Ask “Can you now…+ SG?”

 Assign homework – Including Website- Jot down information on Ped-Card