Do you want to be TEFL or TESOL-certified in Missouri? Are you interested in teaching English in Marshfield, Missouri? Check out our opportunities in Marshfield, Become certified to Teach English as a Foreign Language and start teaching English in your community or abroad! Teflonline.net offers a wide variety of Online TESOL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language. Here Below you can check out the feedback (for one of our units) of one of the 16.000 students that last year took an online course with ITTT!
I'm currently working at a summer resort that employs a large amount of international staff. Last night, we played the popular game "Headbands", and rather than using the traditional cards provided alongside the game pieces, we created our own, camp related, content cards.
As we were playing, I couldn't help but recognize the potential uses of such a game in the classroom. When it is your turn to ask questions about the unknown card attached to your forehead, those playing, and using their L2, had to sort through their known vocabulary, as well as organize their questioning into the appropriate structure.
I recognized the game as an "Activate" activity. However, the more I study these ESA structures, the more I begin to wonder how a Patchwork ESA lesson could use a game like this for all three phases: Engage, Study, Activate.
Each phase has a distinct use and purpose, but the teacher is ultimately responsible for deciding this purpose and placing it within the course of a lesson. Could a teacher employ this game as an engagement activity, if the "rules for the engage phase" remained intact, just as it may be a useful "study" activity? I understand it fits the "activate phase" most, but I'm just wondering how much these phases are organized by the teacher's pedagogical approach, and their intent, rather than the form/structure of the content/activity itself.
