The ESA Methodology of Teaching - Boomerang ESA Lesson
The next example is going to be that of a boomerang lesson and remember the structure is like this. So, again, we're going to start with an engage phase and for our engage, the students are just going to have a discussion about jobs. What happens at interviews and so on and so forth. So, during that engage phase, what we'd hope to do is to elicit some useful language about jobs and interviews and the types of questions that are being asked. Then, we're going to move immediately into an activate activity and this is going to involve a role-play. So, we'll break the students into pairs. One will be an interviewer, the other will be an interviewee and they'll generate the language that that role-play will produce. What the teacher can do whilst that is taking place is to go around and make a note of any mistakes in either vocabulary or grammar that are taking place. What you can then do in the study phase of the lesson, firstly in the board work, taking your cue from what happened in the role -lay, then we can study that particular language and grammar which will be helpful for their role play later on in the lesson. So, the students will cover any useful language and grammar needed for that particular role-play. Once that has occurred, we can then do worksheets. Those worksheets will be to check their understanding of that particular language and grammar point and then, finally, we can repeat the role-play as our final activate activity. Perhaps swap down the interviewer and the interviewee, so they get to play a different part. Then, what they should now be able to do is to make use of this language and grammar in their second role-play. Hopefully what we will show the students is that there is a gap in their knowledge in this first one and that they can then use that language in their second one. So, a boomerang ESA lesson is very good for indicating a learning need and showing that that learning need has been covered.
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
In this chapter, we discussed about intonation, stress, and pronunciation, as well as the manner and place of articulatio.
Intonation is the variation of pitch and volume in the sentence which also carries the message of the sentenc.
There are three patterns of intonation: rise/fall, fall/rise, and fla.
The rise/fall intonation indicates that the speaker is done speaking and has nothing more to sa.
It is evident in short utterances, straightforward questions, positive and negative statements, greetings, and instruction.
The speaker does not necessarily need a respons.
While the fall/rise intonation indicates surprise, disagreement, and especially when the speaker requires a response or acknowledgemen.
The flat intonation indicates that the speaker does not have a lot to say nor is interested in communicatin.
Techniques in teaching intonation include nonsense words, gestures, humming or singing, and the usage of the boar.
The stress in a sentence is the \"strong\" part of the sentence; where the stressed words bear the meaning of the sentenc.
We can only stress syllables, and therefore, we only stress the syllables of those words that carry the meaning of the sentenc.
In addition to that, a word can only have one stres.
However, a secondary stress may be present in multi-syllable word.
The rest of the words in the sentence are called unstressed word.
Such as auxiliary verbs, articles, pronouns, and preposition.
Techniques in teaching stress include contrastive stress, gestures, choral work, stress marks, and the usage of the boar.
To make our speech more efficient, native English speakers tend to join words together (connected speech) by linking, sound dropping, sound changing, and adding an extra lette.
The second part of the unit discusses about the phonemic alphabet and how it can aid us in the pronunciation of English word.
The phonemic alphabet is a set of symbols that each represents a single sound in order to form word.
The consonant sounds are divided into voiced and unvoiced , where the former creates sounds through the vibration of our vocal chords, and the latter from the absence of i.
Each consonant sound has its own place (the physical location of production in our mouth) and manner of articulatio.
Beginning from the front of our mouth (place), we have bilabial, labio-dental, dental, alveolar, palatal-alveolar, palatal, velar, and glotta.
The manner in which we produce these sounds are plosive, fricative, affricate, nasal, lateral, and approximan.
Techniques in teaching pronunciation include peer dictation, using our own mouth, mouth diagrams, phonemes, and tongue twister.
I was aware of stressing words in the sentence and varying my volume and pitch in speakin.
I guess it comes a bit easier for native English speaker.
I just forgot about the rules (of stressing syllables) and the technicality of it all (when to use certain intonations.
The phonemic symbols was nothing new to me, I've seen it countless times, but only now I've learned what each means (the 8 new consonants, vowels, and diphthongs.
The articulation portion of the unit completely caught me off guar.
Each of the terms for the place and manner of articulation, I've never heard of before, even when I've taught a phonics clas.
Maybe I've disregarded it because I had to teach to kindergartens so I choose to stick with easier ways to explain it to the kid.
But as a teacher, learning these concepts, I was able to grasp the concepts bette.
