English Teaching Methodology

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Author and educator. Well known for his ESA (Engage, Study, Activate) teaching methodology. ITTT considers ESA to be the most effective teaching methodology for teaching English as a foreign language, and uses this approach throughout all its online courses. Two of his best known works are “The Practice of English Language Teaching” (1983) and “How to Teach English” (1997).

  Our final methodology is accredited to Jeremy Harmer and it's known by the letters ESA. Around 1998, Jeremy Harmer produced a book called "How to teach English" and basically what Harmer did, is a background to this book is to do what we have done today and to work through all of the different methodologies that have come about over the last 300 years. He highlighted for each of those methodologies what was good about it, what was positive and what didn't appear to work and then put all of the positive things into a melting pot and came out with this methodology, which he called ESA. It's a three-stage methodology, where each of the letters represents a particular phase of the lesson. The first one being called the engage phase, the second the study phase and the final one the activate phase. So let's have a look at this particular methodology and try to bring back some of the ideas that we've already looked at this morning. The engage phase of this ESA lesson has one particu

  The 'going to' future tense is used to indicate future plans with intentions and predictions based on evidence. It is a very common future tense used in both spoken and written English. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. This unit builds on top of Unit 3 - Theories, Methods and Techniques. It combines various teaching techniques with ESA methodology. After learning what ESA is, we learn how to employ that methodology when teaching English in class. It certainly filled some gaps left from Unit 3.This lesson is very interesting but it may not be easy for both teacher and student. Such a lesson will require a long time to drill thus I will se

  Before looking at the methods or approaches themselves, there are some terms that we need to define. These are the approach, the method or the technique. Basically, these are hierarchical. The approach is an overriding set of principles that a method can actually make use of, whereas the technique are the things that we actually do in the classroom to approach that method. So, these three words are going to appear during the presentation. Again, for each of either the approaches all the methodologies we're going to ask four questions. So be it an approach or a method for each of those things: Where did it come from? What's its background? What does it involve when we're talking about actually in the classroom, in other words techniques? What is positive about it? What appears to work about that methodology or approach and what is negative what doesn't work so well? Basically, we're going to look at it in a historical viewpoint. So, we'll start with the oldest particular teach

  This video is part of our ESA Methodology series. The ESA methodology consists of three stages. In this series, we look at the individual purposes of each stage and typical activities for each stage. This second video introduces the study phase of ESA. The purpose of this phase is to cover the actual teaching of the lesson and to check the understanding of that material.The second stage or phase of the lesson is known as the study phase and really the purpose of this phase is to cover the actual teaching of the lesson and to check understanding of that material. Typically in an ESA lesson, the study phase will have two parts. The first phase of the study is to cover the actual teaching component in what's known as the board work and what we try to do in the board work phase is to elicit, to gain information, from the students about the teaching point. So this is very different to the normal didactic way of teaching, where someone stands at the front and explains the informati

  This presentation is going to focus on the ESA methodology of teaching. In our teaching methodologies section, we briefly had a look at what ESA was about, but in this presentation, we're going to look in greater detail about that particular methodology. This particular methodology is accredited to Jeremy Harmer from his "Practice of English language Teaching" book. It's a three-stage methodology and what we're going to do is to look at the purpose of each one of these stages and some typical activities that take place during those stages. So, the first stage is known as the engage and its sole purpose, as the name implies, is to get the students talking and thinking in English. There is no reason whatsoever, when these students come to your class, that they should have said a single word of English up until that point in time during the day. So, we cannot expect them just to come in and immediately start talking in English. We need to have some activity such as the engage to

  Our next particular methodology is accredited to James Asher around 1965 and is called total physical response. Asher looked at the way in which we learn our native language and he saw that most children, before they even went to school, have picked up a very large percentage of both the grammar and the vocabulary that they would use in their native language before any type of formal schooling. So Asher started to have a look at ideas of how to use the whole of our brain in language learning in the way that we do when we're very young. It's accepted that within our brain there are two hemispheres, one is the left hemisphere the other is the right hemisphere, and one of the functions of the left hemisphere is language learning. One of the major functions of the right hemisphere is controlling our body's movement and what Asher said was that when we are young what we tend to do in the way in which we learn language, is to use the whole of our brain whereas formal schooling tend

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  Before we move on to the final methodology for today, let's just recap and see where we are at this point in time. We're looking at different learning methodologies. Each of those methodologies takes its premise from being somewhere on this particular spectrum of ?nature versus nurture? and where we are on this spectrum gives us a starting point for the background or theory to that particular methodology. So, we?ve had a look starting in the 17th century and the classical method and moving on as the ideas of psychology developed to various methods, such as audiolingualism, the silent way, Suggestopedia and TPR. Each of these showing a development as knowledge about learning increased and each of these takes a different starting point on our English spectrum. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English lang

  In this episode, we cover the pronunciation of the word "hobbit". This word was invented by J.R.R. Tolkien for his 1937 novel "The Hobbit". Today, the word is widely known because of the immense popularity of J.R.R. Tolkien's books and the movies made from them. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. Unit 3 explains the methodology in teaching English as a foreign language. The are many different methods in teaching English, the most common and universally accepted one is Engage-Study-Activate (ESA). The unit explains the kind of activities involved at each stage of the lesson.Is was great to learn and test my knowledge about teaching methods s

  http://www.teflcourse.net This training video from one of ITTT's teaching English as a foreign language courses reviews the usage of the future perfect tense. This is used to talk about actions that will be completed by a point in the future. "I will have finished my TEFL course by the end of the year" If you are interested in teaching English as a foreign language the first thing you should think about is getting qualified. Many EFL employers require their teachers to have some form of teaching qualification and a 120-hour TEFL certificate meets that requirement. Follow the link above to browse the selection of TEFL courses that ITTT has to offer. Are you ready to live and teach abroad? Click here and get started today: https://www.teflcourse.net/?cu=YTDESCRIPTION Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of Eng

  In this episode, we cover the pronunciation of the word captious. This word describes a person who likes to point out flaws and errors and enjoys raising objections to other people's statements or opinions. Common synonyms for captious can be critical, faultfinding, and judgmental. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. Unit 3 covers teaching techniques and classroom activities that can help to make lessons more interesting and productive.part of the methodology are task based learning,communicative language learning and teaching.I learnt about the ideas for activate phase and ways to correct writingWith this unit you can create a really nice an

  The first group of students we are looking at in this series are the beginners. It is important to understand that beginners can be of any age. This is why we break this category down into the following sub-categories: absolute beginners, false beginners, adult beginners, young beginners and beginners without the Roman alphabet. Find out more about this type of student group in this video. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. From this unit, I have got the general idea of a lesson plan-what's the aim, the procedure, and the function of this plan. The teaching plan is very useful for teachers no matter how experienced they are. But the plan can

  "In terms of the things that are negative about it, we've already said that it doesn't develop speaking but perhaps the biggest negative point about this particular methodology is that it's very unnatural. Ok, so despite the criticisms of this particular method, and particularly the fact that is unnatural, this particular methodology was in use all the way through the 17th, 18th and 19th century and indeed it's still in use today. However, Gouin in the 1880s and Berlitz in the early 1900s decided that this particular methodology was so unnatural that they wanted to come up with something new. The method that they came up with, they called the direct method. You will also sometimes see it as the natural method. What these two people were saying is that if we wish to learn a language then we should try to recreate the conditions that we learn our native language in and this is what the natural methodology tried to do." Below you can read feedback from an ITTT graduate regardin

  Even though many people use "may" and "might" interchangeably, they actually have slightly different meanings. The word "may", for example refers to a possibility, while "might" conveys slightly more uncertainty. In the example "There are dark clouds in the sky. It may rain later", we use "may" because the dark clouds suggest the possibility of rain. The sentence "I'm sick but I might come to the party" uses "might" because it is not certain the person will go to the party. This means, you should use 'may' when there is some kind of a sign that predicts or indicates future happenings. You should use 'might' when expressing something a little more unlikely or uncertain. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to g

  In this episode, we cover the pronunciation of the word rationale. This word is used as a noun and describes the reasons or the logical explanation for an action or a certain belief. Some synonyms for rationale include reasoning, thinking and logic. The word rationale comes from the modern Latin word rationalis meaning ‘endowed with reason’. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. I didn't know that the ESA structure would be used so regularly in different teaching units. It seems so much more versatile than before: how its structures can be used to teach things and keep them in the student's brain longer through activation stage, used in al

ESA: A Teaching Methodology For many years Teachers of English have used the PPP model of Presentation, Practice and Production for the preferred model of teaching. It has worked well. The PPP model falls short however, in that it does not work well when teaching more complex language problems beyond the sentence level or when teaching communicative skills. Jeremy Harmer in How to Teach English (Longman Publishing 1998) proposed an alternative to PPP called ESA: Engage, Study, and Activate. In an article written in The Guardian Weekend, March 15 1997, Bridget Riley complained about the treatment she and her fellow students received at the Royal College of Art. “We were abandoned when what we needed and what we hoped for was help toward independence in teaching rather than having independence thrust down our throats. Jeremy Harmer responded to Ms. Riley’s complaint suggesting a consideration of his ESA teaching methodology. He stated that ESA stands for Engage, Study, and Activate

  Hsing Hui Hsu describes her own experience as a TEFL/TESOL trainer in Beijing, China. ITTT is a professional training organization dedicated to raising standards of teaching and professionalism in the EFL industry. We are committed to: Providing a wide range of courses and services to cater to individual needs. We aim to help you choose the right course for you. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. In this unit I learned the different future tenses. It also made me go back to the present tense so I went back and went through the present tense again. It also taught me the different usages of the different tenses. I also know how to ise it with

  The present perfect always relates the past to the present. This can be through the unfinished past, where we're expressing duration, such as 'I have played football for 10 years,' the indefinite past expressing experience in your life, such as 'I have been to Italy and Spain,' and also to show the present results of a past action 'I have broken my leg.' I broke it in the past and it remains broken in the present. Our final present tense is the present perfect continuous tense. Our example sentence here 'I have been playing football for 10 years' has the structure subject plus auxiliary verb 'have' or 'has' and then a second auxiliary verb here 'being' plus 'verb-ing'; 'I have been playing.' Very much like the present perfect tense, the present perfect continuous relates the past to the present but more focused on the continuity or the duration of the action. It can also be used to express the unfinished past, such as the example here 'I have been playing football for 10 year