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The content of this unit has been informative regarding the Engage, Study, and Activate. During the Engage phase, students are encouraged and expected to fully participate as the teacher tries to catch their interest to involve them in the lesson for that day. This can include a variety of materials and activities that include games, music, pictures and stories. The objective is free, uncorrected speech using old and newly acquired language. The idea is to warm them up for the upcoming lesson. Ask a student to speak with an open hand gesture not pointing. Next, students will enter the Study phase where the focus is to instruct students on new language concepts and how they are constructed. This includes the study of verb tense, pronunciation or other language lesson. The teacher should use elicitation to ask thought provoking, open ended questions to activate the language the learner has acquired. The focus is on the student speaking as opposed to the teacher. Drilling should always be 3x3 and an example should always be completed on the board before handing out the assignment. Once they begin, they are not to be interrupted. Feedback is then provided to the students about their progress. In the Activate stage, students use all of the language they know. The focus is on fluency not accuracy. Role play, communication games and debates are examples of ideas that can be implemented at this stage. At this time students should be encouraged to use their language as creatively as possible. When explaining the activity, allow students to demonstrate and have them explain what they are going to do. Monitor without interruption and provide constructive feedback. All of these stages are important and there can be fluidity throughout these stages as long as a lesson begins with Engage and ends with Activity. After, it is important to provide students with feedback to encourage students to reflect on their learning and evaluate their progress and success. When correcting students, it is better to allow a pause so that the learner can correct their own mistake or error. An error should be pointed out by the teacher if they think the student believes they are correct, they do not have an idea of what the correct form is, the instructor thinks that the individual error will be continually made, the mistake is repeated often or if it interferes with understanding. Throughout the lesson, the teacher should only speak English and students encouraged to speak it as much as possible. All students should participate.
