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Unit three deals with methods and theories applicable to teaching English language to those who are learning it as their second language. It could be understood that throughout the years, many methods and trials evolved which subsequently became outdated. Some which are still being used now. Examples of such methods are: The grammar-translation, where learners translate directly from their language into English language, a lexical approach where words and phrases are used as building blocks for language instead of grammatical structures.
The recent and widely encouraged teaching method proposed by this unit is the ESA method which was put forward by Jeremy Harmer. Going through this unit, the method seems to have incorporated a strong aspect from the previously introduced methods.
ESA stands for Engage, Study and Activate.
Engage essentially means taking the attention of learners from somewhere else into the learning environment. Methods such as games, music stories, pictures etc. are used in this stage.
Study is the period when the actual lesson is introduced, where students learn new things, are encouraged to use correct grammar and spelling. Practice deeply and understand every bit of what is being taught.
Activate is like encouraging the students to, in their own way put together what they have learnt into practice. This can be by role playing, surveys, advertisement demonstrations etc.
An ESA lesson typically starts from the engage stage and ends in and activate stage. However, the duration in-between is not always study. What this means is that, there can be various engaging stages, activation and study stages depending especially on the level of learners.
There is the Boomerang ESA structure and a Patchwork ESA structure which do not simply follow the Engage , Study and Activate. They can be complex as the teacher deems necessary and as students are able to adapt to it.
This lesson finally stresses on methods of correcting students. Teachers must be able to identify the differences between errors and mistakes. Praise learners more than put out their mistakes. Encourage them and do not always intervene at every stage of the lesson. Teachers must know how to take note of mistakes and give overall feedback when an activity is ending especially for chronic mistakes and errors.
Overall, this unit has elaborated and has shed great light on applicable methods for teaching English language to non-English speakers.
