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TESOL Videos - The ESA Methodology of Teaching - The Activate Phase
And so on to the final phase of the ESA lesson, which is called the activate phase. What we have done so far, if you remember, is to engage the students, to get them talking and thinking in English, where possible we've elicited the teaching point from the students and covered any gaps in knowledge to make sure that the teaching point has been fully covered and then we've checked understanding of that teaching point by asking targeted and specific questions. Usually the types of activities that we've done for the study phase will involve using a single word in order to answer those questions correctly this, however, is not how language is actually used. When we use language, we always use it in some form of context. So the purpose of the activate activity is to put that teaching material into some form of context, something realistic that the students would actually use. Okay, so, let's look at some typical activities that could be used for the activate stage of a lesson. Remember what we're trying to do is to get the students to use the language that they've learned in some form of realistic context. So, typical activities may include role plays, where the students take on the role of a doctor or a dentist or a patient and they actually generate a set of language that uses this particular teaching. Another example that they could do would be surveys, where each of the students get up and they go around and they ask questions of all the other students. This type of activity, where all students get up and interact with each other, is often called a mill drill. The final type of activity that we'll put in here is that the students can have a debate about a particular subject. Now, if we think about the activities that we're doing here, what we can see as opposed to the study activities, where we had targeted specific language, each of these activities is actually going to generate different answers depending upon which student we interview or have the role play for. So, this is using language in a realistic way rather than just answering a single question.
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It is usually important for an inexperienced teacher to do lesson planning. This is because having a structured class usually prepares them to deal with some of the language problems that may arise from the lesson. Having a lesson plan is important for the following reasons: ? Aid to planning ? In planning the lesson, teachers are expected to write down what they would like to achieve from the lesson and the materials that will be used to carry out the lesson. Lesson planning helps the teacher to manage time by following the different stages. ? Working document- The lesson plan is a working document that allows teachers to refer to something during the lesson. ? Record- The lesson plan keeps record of previous lessons which will be of great benefit in the future. If a teacher becomes ill or goes on vacation, a substitute teacher will be able to take over the class and follow the teacher?s lesson plan. Some of the basic principles of lesson planning are: ? Keeping the lesson simple ? Make sure it has a good structure ? Write the time for each activity ? Make sure activities fit together ? Keep it flexible ? Do not script the lesson When carrying out a lesson, it is important to ensure that you are organized. Some of the things teachers can do to ensure the lesson goes smoothly are checking the lesson plan, make sure the equipment works, make all teachings materials readily available, the board is clean, arrange seating according to lesson and even greet students as they enter the classroom. A lesson plan usually includes the following: ? Learning objectives ? Personal aims ? Language point ? Teaching aids ? Anticipated problems ? Procedure ? Phase ? Timing ? Interaction ? Class Level ? Number of students ? Date/time ? Teachers/observer?s names