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TESOL Videos - The ESA Methodology of Teaching - Patchwork ESA Lesson
A final example is going to be an example of a patchwork ESA lesson and remember we said the form of this particular lesson will start with and engage always and will finish with and activate and there'll be some variation of E, S and A within the brackets here. So we're going to generate our patchwork ESA lesson as follows. Starting with the engage, the students are going to look at holiday photos and talk about what they like and don't like from what they see. From that, we're going to move directly into an activate phase and what the students are going to do is to make comments about holiday brochures and try to act out a role-play between the travel agent and a customer. Again, as this is taking place, the teacher will be moving around and looking for gaps in knowledge in terms of their vocabulary and their grammar and these things are then going to be covered in the first study activity. So in the board work phase of this study activity, the teacher will cover any gaps in knowledge indicated by that first activate activity. What the students are then going to do is to move into a second activate and here, they're going to use the information from the study activity and they're going to try to create their own travel brochures. Again, once the students have created that travel brochure, we're going to move into the next phase, which is going to be another engage, this time about a slightly different topic. So, this time the students are going to be asked what they like about particular radio or TV adverts. So we'll get the students to tell us which particular adverts they like and why, which ones they find amusing, which ones generate their interest and from this, we?ll move into another study phase where the teacher is going to cover the types of language that is generated by those types of advert. What we're going to do to finish the lesson off, is a final activate activity, where hopefully we're going to bring everything that we covered so far in the lesson together and the students are going to create their own TV advert and their then going to present that to the rest of the class.
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This unit explained the role that the two productive skills - speaking and writing - play in facilitating communication via language. It also explained the different between accuracy and fluency activities. Accuracy activities are controlled by the teacher, and focus on the students' ability to produce accurate language. Fluency activities, while generally initiated by the teacher, are driven by the students overall, allowing creativity and experimentation with the language. Guided activities offer a combination of accuracy and fluency, as the output is controlled by the teacher but the students have a degree of freedom in the language they use. Speaking is often favoured over writing by both teachers and students, but for different reasons. Teachers may prefer to avoid taking up lessons with \"quiet\" writing time, while students may prefer speaking because it requires less accuracy, with misunderstandings being easier and faster to resolve than in written work. However, introverted students may prefer writing over speaking, as they may find speaking in front of the class and/or the teacher intimidating. It is therefore important for the teacher to work to create a comfortable learning environment and facilitate communication between students, to ensure that students are practising speaking as much as possible. At the same time, teachers should use their creativity to ensure that students are also practising writing in class. Both writing and speaking can be incorporated into individual, pair and group activities at the various stages of the lesson. Creating and adapting games to suit the classroom is an effective way to create a fun learning environment in which students are motivated to engage in communication, which gives them the opportunity to develop their speaking and/or writing skills.