Good Morning ESA Engage Study Activate method Role

Good Morning… ESA (Engage, Study, Activate) method & Role Play Technique

ESA Method engage, study, active �E. S. A, engage, study and activate are three important elements for each effective lesson, they give the teacher the ability to organize the content of his courses, and present his lesson logically to learners. Motivation comes at the first stage (Engage) then studying (study) of precise examples and rules of a particular linguistic phenomenon (verb to be for example). Then assessment comes at the end (activate) in which students show their understanding of the content whereas, the teacher examines.

Engage This is the point in a teaching sequence where teachers try to arouse students’ interest, thus involving their emotions. Most people can remember lessons at school which were uninvolving and where they ‘switched off’ what was being taught from them. Frequently, this was because they were bored or they were not emotionally engaged with what was going on. Such lessons can be contrasted with lessons where they are amused, moved, stimulated or challenged. It seems quite clear that those lessons involved not only more ‘fun’, but also better learning.

Study means any stage at which the construction of language is the main focus. Successful language learning in a classroom depends on a judicious blend of subconscious language acquisition (through listening and reading, for example) and the kind of Study activities we have looked at here.

Activate This element describes exercises and activities which are designed to get students using language as freely and ‘communicatively’ as they can. The objective for the students is not to focus on language construction and/or practice specific bits of language (grammar patterns, particular vocabulary items or functions) but for them to use all and any language which may be appropriate for a given situation or topic

The Application of ESA The core idea is that some sentences are formed by moving elements. The multidimensional model takes this movement to be the main thread in the learning sequence. The learner starts with the simplest structure without movement; the gradually learns how to move the various parts around to get the final form of the sentence

� STAGE 1: First of all, the learners can produce only one word at a time. � STAGE 2: They acquire the most typical word order of the language. The learners do not vary this word order. As well as these sentences, this stage also includes initial negatives and intonation questions, both of which maintain the basic word order of English without any movement. In the next stages the learner discovers how to move elements, in particular to the beginnings and ending of the sentence. � STAGE 3: First the learner concentrates on moving things to the beginning of the sentence. So the learners start to put adverbials at the beginning using wh- words at the beginning to get Yes/No questions – ‘Will you be there? ’

4: At the next stage, learners discover how the preposition can be separated from its phrase in English, a phenomenon known as preposition-stranding. They also use the ‘-ing’ ending. There types of movement require isolating one bit of the sentence and then moving it or finding which is the preposition and leaving it alone. � STAGE 5: Next come question-word questions such as ‘Where is he going to be? ’ , the third person grammatical morpheme ‘s’, ‘He likes’, and the dative with ‘to’, ‘He gave his name to the receptionist’. At this stage the learners are starting to work within the sentence, not just at the beginning or end. Another new feature is the third person ‘-s’ ending of verbs, ‘He smokes’. � STAGE 6: The final stage is acquiring the order within the subordinate clause, which is sometimes different in English from that in the main clause. At this stage the learner is sorting out the more untypical orders in subordinate clauses after the ordinary sentence is learnt. In addition this stage includes structures such as ‘He gave me the book’ where the indirect object precedes the direct object, as opposed to ‘He gave the book to me’. Learners go through these overall stages in the same sequence. And the reason for this sequence is quite simply the learners’ limitations in � STAGE

Role Play Role-play is any speaking activity when you either put yourself into somebody else's shoes, or when you stay in your own shoes but put yourself into an imaginary situation! Imaginary people - The joy of role-play is that students can 'become' anyone they like for a short time! The President, the Queen, a millionaire, a pop star ……. . the choice is endless! Students can also take on the opinions of someone else. 'For and Against' debates can be used and the class can be split into those who are expressing views in favour and those who are against theme. Imaginary situations - Functional language for a multitude of scenarios can be activated and practised through role-play. 'At the restaurant', 'Checking in at the airport', 'Looking for lost property' are all possible role-plays.

The successful way using role play on classroom 1. 2. 3. 4. 5. 6. 7. Prepare for success The role of the teacher Bring situations to life. Keep it real and relevant Feed-in language Error Correction Use your imagination and have fun

Conclusion There are varied kinds of associations in classroom teaching, most of which occur among students. This is because students in the same class share many similar elements such as age, features, knowledge level, learning experience and ideological emotion etc. With these information is conveyed and accepted easily and students are greatly encouraged to take part in, so that classroom teaching can be made communicative and the chances of language using can be added, so that the ESA teaching modes can promote students to communicate by using the foreign language

These are some steps in order to have a role play class when you apply a ESA : 1. Engage: students and teacher discuss issues surrounding job interviews. What makes a good interviewee? What sort of thing does the interviewer want to find out? The students get interested in the discussion. 2. Activate: the teacher describes an interview situation which the students are going to act out in a role-play. The students plan the kind of questions they are going to ask and the kind of answers they might want to give (not focusing on language construction etc. , but treating it as a real-life task). They then role-play the interviews. While they are doing this, the teacher makes a note of English mistakes they make and difficulties they have.

3. Study: when the role-plays are over, the teacher works with the students on the grammar which caused them trouble during the role-play. They might compare their language with more correct usage and try to work out (discover) for themselves where they went wrong. They might do some controlled practice of the language. 4. Activate: some time later, students role-play another job interview, bringing in the knowledge they gained in the study phase. In this sequence the teacher is answering the needs of the students. They are not taught language until they have shown (in the Activate phase) that they have a need for it. In some ways, this makes much better sense because the connection between what students need to learn and what they are taught is more transparent. However, it places a greater burden on the teacher since he or she will have to be able to find good teaching material based on the (often unforeseen) problems thrown up at the. Activate stage. It may also be more appropriate for students at intermediate and advanced levels since they have quite a lot of language available for them at the. Activate stage.

A good English teacher not only has high level, but also can choose the suitable teaching method for different text and use the most effective mode based on his own teaching style, experience and ability to adapt varied elements in teaching process. Only the suitable approach is chosen, can the teaching be effective, and the ability of the students be improved. Otherwise the teacher cannot teach the lesson efficiently. In all teaching methods no matter which one English teachers prefer to, the three elements described in this paper: engage, study and activate are the basic building blocks for successful language teaching and learning. By using them in different and varied sequences, teachers will be doing their best to promote their students’

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