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E.S

E.S

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Published by: api-3697627 on Oct 18, 2008
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05/09/2014

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Engage, Study, Activate (ESA) Lesson Plan taken from \u201cHow to Teach English\u201d by
Jeremy Harmer.
Engage:The point (activities) in a teaching sequence where Ts try to arouse Ss\u2019 interest
by involving their emotions. Some activities are: games, music, challenging discussions,
stimulating pictures, dramatic stories, and anecdotes.
Study:The point (activities) in a teaching sequence where Ss are asked to focus in on

language/information and how it is constructed. The range from macro to micro
concentrations: Macro\ue000 studying a transcript for spoken style. Micro\ue000 studying a
specific verb tense. It includes a variety of study styles: explanations, discovery through
evidence, groups, whole-class, pairs, and individual. The main focus is the construction
of language.

Activate:The point (activities) in a teaching sequence where Ss are meant to use the

language as freely and communicatively as possible. The focus is not on construction, or
practicing specific bits of language, it is for Ss to use all and any language appropriate for
a given situation. Some activities are: role-plays, advertisement design, debate,
discussions, describe and draw, story and poem writing/reading/telling, and group
writing.

*If students do not have a chance to Activate their knowledge in the safety of a
classroom, they may find transferring language acquisition and study into language use in
the real world far more problematic.*

*Lesson Planning is offering Learning Patterns for the students.*\ue000 variety of LP =
variety of LP
Straight line ESA:
Engage
\ue000
Study\ue000
Activate
This procedure may work at lower levels for straightforward language, but it might not be
appropriate for more advanced learners.
Boomerang EASA:
Engage\ue000 Activate\ue000 Study\ue000 Activate

Engage: discussion about topic and what language to use
Activate: role-play with teacher logging mistakes
Study: error reflection/discourse analysis
Activate: Role-play integrating study aspects

This sequence answers the needs of the students. They are not taught language until and
unless they have shown a need for it. The connection between what they need to learn
and what they are taught is more transparent.
*Many lessons aren\u2019t quite as clear-cut as those above. They tend to be a mixture of
procedures, mini-procedures, and short episodes building into a whole lesson\ue000 a
patchwork lesson. Patchwork lessons reflect the way we learn (rather chaotically), and
they provide an appealing balance between Study and Activate (language and topic).*

Straight line ESA:
Engage
\ue000
Study\ue000
Activate
This procedure may work at lower levels for straightforward language, but it might not be
appropriate for more advanced learners.
Method
Activity
Resources
Reason
Time
Engage
Study
Activate

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