This document describes the B-SLIM method for teaching English as a second language. B-SLIM stands for "Bilash Overview" and involves 6 steps: 1) Planning and Preparation, 2) Giving Instruction, 3) Getting Understanding, 4) Using Language, 5) Proving Learning, and 6) Assessment. It focuses on developing communication skills, language awareness, and learning strategies through comprehensible input, intake activities, output, and evaluation. The document further outlines a developed B-SLIM model involving warm-up, input, intake activities, and output stages to provide practice and assessment of students' writing skills.
English for specific purposes (ESP) has for about 30 years been a separate branch of English language teaching. English has became the internationally accepted language of almost all the fields of knowledge.
Developing and assessing writing skill in a competence based curriculum mineNoura Al-Budeiwi
This short article discusses developing the reading skill in a competence based curriculum in the new Kuwait National Curriculum. If you have more ideas, please do add a comment.
English for specific purposes (ESP) has for about 30 years been a separate branch of English language teaching. English has became the internationally accepted language of almost all the fields of knowledge.
Developing and assessing writing skill in a competence based curriculum mineNoura Al-Budeiwi
This short article discusses developing the reading skill in a competence based curriculum in the new Kuwait National Curriculum. If you have more ideas, please do add a comment.
This presentation is a part of my academic activity i...
I'm dying my masters in English literature in India ..
Where I have english language teaching paper in. This paper we have topic task based language learning were i presented what is the tblt and it's some of the information and at the end of the presentation i have en based one video in last conclusion slide so have a look at the slides ... Presentation and evaluate .. give me comments and marks so that I can improve more ..Thanks for visiting
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
2. Method B-SLIM is a form of teaching
English as a second language to focus on
communication principles and theory
development, intelligence, PR J. West
(Piaget),
theory development, intelligence of the
switch is for sale. Kowalski (Vygotsky) and
the theory of learning by discovery of
Brunner's (Discovery Approach)
which Olenka Bilash is a design method (B-
Slim Overview.)
3. 1. Planning and Preparation
2. Giving It: What to Teach and How to
Teach It
3. Getting It: Understanding and
Remembering
4. Using It: Learning through Language
5. Proving It: What Has Been Learned
6. Assessment & Evaluation
4. Thoopthong Kwangsawat (2540: 17-21)
Concluded B-SLIM Model of 5 parts:
1. Planning and Preparation
2. Comprehensible Input
2.1 Language Awareness
2.2 Pronunciation
2.3 Vocabulary
2.4 Grammar
6. Developed Model
1. Planning and
Preparation
1.Teachers choose content and design activity,
worksheet or test form that is related to objective
of curriculum and students’ interesting.
2. Teachers prepare teaching aids and materials
such as: pictures, word cards, computer, and
projector.
3. Teachers prepare definition of vocabulary,
sentences structure and grammar point.
2. Warm-up
1. Teachers ‘greeting and use activity to warm-up
2. Teacher lead students to review old lesson
3.Comprehensible
Input
1. Teachers present content and sample of
learning.
2.Teachers explain meaning, part of speech and
function of vocabulary and explain grammar usage
that is related to old knowledge of students that
they studied.
3.Students and teachers help each other to
analyze meaning and grammar in content of
lesson.
4.Teachers summarize content of lesson.
5.Teachers present methods of writing by using
7. 4. Intake
Activity
1.Teachers give comprehensible activity ( Intake
getting) by making students in pair or in groups to
do exercise (Quadrant A) and to write by assigning
topic for example: personal information, letters,
describing people, describing a place, giving
information and instruction, narration and diary
routine ( Quadrant B)
2.Students present their writing to teachers and
classmates or debate their friends’ writing.
3.Students practice using language activities ( Intake
using)
By writing to new topic that is similar old topic but
using more difficult sentences such as writing
biography of people, official letter, describing famous
people, describing city, giving information and
instruction, narration and routine (Quadrant C).
5. Output
Students write English language outside of class as
homework (Individual Activity) by writing with assigning
topic. (Quadrant D)
6. Evaluation
1.Teachers collected information from observation
doing activity and checking students ‘writing, then
feedback students as individual.
2.Teachers collect students’ score by using test
sheet of some topics that they studied