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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 “How to Teach English” by Jeremy Harmer.

Engage: The point (activities) in a teaching sequence where Ts try to arouse Ss’ 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  studying a transcript for spoken style. Micro  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.*  variety of LP = variety of LP Straight line ESA: Engage  Study  Activate

This procedure may work at lower levels for straightforward language, but it might not be appropriate for more advanced learners. Boomerang EASA: Engage  Activate  Study  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’t 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  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  Study  Activate

This procedure may work at lower levels for straightforward language, but it might not be appropriate for more advanced learners. Method Engage Activity Resources Reason Time

Study

Activate

Boomerang EASA: Engage  Activate  Study  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 Method Engage Activity Resources Reason Time

Activate

Study

Activate

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