GUIDED DISCOVERY (text-based presentation)
1. Lead in
• (Contextualization)
2. Reading | Listening for gist
• (A simple task for students to have have a first contact with the text)
3. Noticing
- Grammar • (Worksheet focusing on the target language)
- Vocabulary 4. Guided discovery
• (Highlight meaning, form and pronunciation)
- Functions 5. Controlled practice
• (Controlled activities for students to use the target language)
6. Freer practice
• (Freer, usually personalized activities for students to use the target language)
7. Feedback
• (Provide feedback on strong and weak points, and both on language and
content)
SITUATIONAL PRESENTATION (PPP -
Presentation, Practice & Production)
1. Lead in
• (Contextualization)
2. Presentation
• (Highlight meaning, form and pronunciation)
- Grammar 3. Controlled practice
- Vocabulary • (Controlled activities for students to use the target language)
- Functions 4. Freer practice
• (Freer, usually personalized activities for students to use the
target language)
5. Production
• (Usually a communicative activity)
6. Feedback
• (Provide feedback on strong and weak points, and both on
language and content)
TEST TEACH-TEST (TTT)
1. Lead in
• (Contextualization)
2. Task
• (Practice activity focusing on the target language)
- Grammar 3. Teach
• (Highlight meaning, form and pronunciation of the language
- Vocabulary students have problems with)
- Functions 4. Task (s)
• (A sequence of two or three activities for students to use the
language that increase in level of challenge)
5. Feedback
• (Provide feedback on strong and weak points, and both on
language and content)
1. Lead-in
• (Contextualization)
2. Pre-reading | Pre-listening task
• (A task that prepares students for the text and that facilitates their
understanding)
3. Initial task
• (A simple task that focusses on the gist of the text or on simple
- Reading specific information)
- Listening 4. Detailed task
• (A more challenging task that focusses on the details of the
passage)
5. Follow-up
• (A productive skill activity for students to react to the content of
the text; give a personalized answer)
6. Feedback
• (Provide feedback on strong and weak points, and both on
language and content)
1. Lead-in
• (Contextualization)
2. Pre task
• (Activation of language or content)
3. Preparation for task
• (This is when students organize their ideas and think about what
they are going to say in the speaking task)
- Speaking 4. Model
• (lay out; TL)
5. Brainstorming
• (preparation )
6. Speaking task
• (Learners perform the proposed task)
7. Feedback
• (Provide feedback on strong and weak points, and both on
language and content)
8. Reformulation
• (Students redo the task based on the feedback received)
1. Lead in
• (Contextualization)
2. Model analysis
• (Students analyse the lay out and/or language of a model text)
3. Practice
• (Students do activities that focus on the language or on the
structure of the text they are going to write)
- Writing 4. Preparation for writing
• (This is when students organize their ideas and think about what
they are going to write in their writing task)
5. Writing task
• (Students write the text)
6. Feedback
• (Provide feedback on strong and weak points, and both on
language and content)