This document describes the B-SLIM method for teaching English as a second language. B-SLIM focuses on communication principles, theory development, and learning through language use. It involves 6 steps: 1) Planning and Preparation, 2) Giving Instruction, 3) Facilitating Understanding, 4) Practicing Language Use, 5) Assessing Learning, and 6) Evaluation. The method provides comprehensible input through various language activities before having students produce output through writing assignments. It aims to develop students' language awareness, pronunciation, vocabulary, grammar and other skills.

1. Mr. Oudalon BOUNTHAVONG
ID: 56120803128

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

5. 2.5 Situation/Fluency
2.6 Culture
2.7 Learning Strategy
2.8 Attitude
2.9 Skills ( Listening, Speaking, Reading
and Writing)
3. Intake Activity
4. Output
5. Evaluation

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
message, example or questions to be model of writing.

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

8. Thank you For you Attention Today!