Преподавателям английского прекрасно знакомо имя Джереми Хармер (Jeremy Harmer). Именно его книга "How to Teach English" убедила многих в преимуществе использования метода ESA - Engage, Study, Activate. Если вы преподаете английский и собираетесь пройти курс CELTA, то вам просто необходимо ознакомиться с этим методом. Следующие видео кратко и наглядно предоставляют всю необходимую информацию. Enjoy!
ESA Methodology series. This first video gives an overview of the methodology and covers the first phase, The Engage Phase of ESA.
ESA Methodology series. This second video gives an overview of The Study Phase of ESA. The purpose of this phase is to cover the actual teaching of the lesson and to check the understanding of that material.
ESA Methodology series. This third video gives an overview of The Activate Phase of ESA. The purpose of this phase is to put the new-learned teaching material into context.
Types of ESA Lessons: 1) the straight arrow, 2) boomerang ESA and 3) patchwork ESA.
Jeremy Harmer in "How to Teach English" (Longman Publishing 1998) proposed ESA method: Engage, Study, and Activate.
During the Engage phase, the teacher tries to arouse the students’ interest and engage their emotions. This might be through a game, the use of a picture, audio recording, video sequence, a dramatic story, or an amusing anecdote. The aim is to arouse the students’ interest, curiosity, and attention.
The Study phase activities are those which focus on language or information and how it is constructed. The focus of study could vary from the pronunciation of one particular sound to the techniques an author uses to create excitement in a longer reading text. It could vary from an examination of a verb tense to the study of a transcript of an informal conversation. There are many different styles of study, from group examination of a text, to discovery related topic vocabulary, to the teacher giving an explanation of a grammatical pattern. Harmer says, “Successful language learning in a classroom depends on a judicious blend of subconscious language acquisition (through listening and reading) and the kind of study activities we have looked at here.
In the Activate stage the exercises and activities are designed to get students to use the language as communicatively as they can. During the Activate, students do not focus on language construction or practice particular language patterns, but use their full language knowledge in the selected situation or task.
Harmer describes the variations which can be used with the ESA model. He names his default level E.S.A the Straight Arrow approach.
The first variation is the Boomerang approach: E.A.S.A. It is a task based approach. The Boomerang approach after the Engage (E) phase, gets students to perform a task (A) using all and/or any language they know and only then does the teacher go back to the language Study (S). The Study phase is then undertaken based on what the teacher witnessed in the students’ language performance. The teacher in short will fill in the gaps of the students’ knowledge. To check that learning has taken place the students are then re-activated.
Harmer goes on to say that most classes are neither “Straight Arrow” nor “Boomerang” classes. They tend to be more mixed up than this. The sequences in his “Patchwork” lessons include all these elements, but can do so more than once and in various orders. A sequence such as E.A.A.S.S.E.S.A would be perfectly possible.
Harmer in conclusion states, “Trainers need clear models, just as computer users rely initially on a default setting. I have suggested a macro default ESA as a general proposal, which provides three micro default settings: Straight Arrow sequences, Boomerang sequence, and Patchwork sequences. I believe that these will be of use to a teacher preparing for a life time as a teacher. Sooner or later the teacher will be able to break away from them, emerging as diagnostically creative as anyone might want.”
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