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ESA Presentation

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by

van skaj

on 9 November 2012

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Transcript of ESA Presentation

ESA Presentation ESA - Engage, Study, Activate Class Description and Objectives Engage Activate 1 It is designed to allow movement back and forth between the stages. More emphasis on student-led grammar discovery, eliciting the grammar from students rather than giving a detailed teacher-led presentation. The focus of the activate is more so for fluency than accuracy, getting the students to use all of their language skills. 3 Types of ESA Line Engage Study Activate Boomerang Engage Study Activate Patch Work Engage Study Activate Differences between ESA and PPP The Main Difference
The main difference between PP and ESA is in the sequences of procedures. PPP, which stands for Presentation, Practice, and Production, use straight line sequences. Unlike PPP which only happens in a straight line, ESA is more flexible. Students and teacher can decide in which sequence they will start. The Students High Intermediate ESL learners, high school level, from multiple countries. 15 - 20 student class size. The students are being taught to be able to use English in conversation and the real world, and focus is being put on communicative output and understanding. Grammar Class Objectives The students will be able to communicate the use of ability, permission, and request through the negation of can, [can't]. The students will be able to identify the grammatical structure of the negation of "can". Prior Work The students are at the end of a unit on negating Be verbs, and do/does, in the past and the present.The students will be starting negating modal auxiliaries today and continuing into the next unit. Teacher's Role Material Provider Facilitator Giving the students a more active role in the learning Monitor Teach communicative use Used to grab the student's attention by involving their emotions and interests. Possible activities - anecdotes, stimulating pictures, games, and video interviews. Warm Up Activate the student's background knowledge Guides them to the main point of the lesson Game! Engages while also testing previous knowledge Help teacher know where some students may be struggling. Teacher can address the problem in the next study portion Study Structure of Can

subject + can + main verb
The main verb is always the bare infinitive (infinitive without "to").

subject auxiliary verb main verb

+ I can play tennis.

- He cannot play tennis.
can't

? Can you play tennis? Reintroduce can/can't, and facilitate practice Zero in on problems the students may have with can't, with help from the video Give extra attention to students who need help, or are farther ahead while students do the worksheet Activate 2 The Chart Affirmative Negative

Is Halloween fun?

Do you like to go trick
or treating?

Have you celebrated
Halloween before?

Can you eat sweets?

Do you like chocolate?

Can you go
Trick or Treating?

Have you gone into
a haunted house? Test the skills the students have learned previously in the activity Freely communicative activity Teacher uses time to assess the progress of the students, and make corrections where needed. Advantages & Disadvantages Incredibly flexible for all types of learning and class levels Can be used for any number of subjects, (grammar, vocab, etc.) Helps teacher assess the students level of learning Hard use if some students in the class are either behind or ahead Requires lots of pre-planning on the teacher's part THE END Possible Problems with this Lesson It is hard to teach all the types of negations so we had to focus on one. This could be a problem because some students might be more advanced. The more advanced students might come up with other auxiliary verbs or other negations that we didn't cover. This might confuse other students that are not as advanced.
Solution By having the teacher pay attention to individual student's learning during the Activate stage of ESA, the teacher can then give that student the appropriate amount of attention to either get them up to speed, or focus on something past the lesson
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