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Unit 3 began with an overview of the various TEFL teaching methodologies. Following on from that an explanation of the Engage, Study and Activate method (ESA) was provided. This particular method is the basis for this course. Also included were example activities and correction techniques. As an Assistant Language Teacher (ALT) in Japan, I discovered four methodologies that I think have most influenced current TEFL practice in my workplace. These are: Grammar-translation; Audio-lingualism; Presentation, Practice and Production (PPP); and Communicative Language Teaching. High School textbook lessons in Japan are based around specific grammar points which are taught by the main teacher who translates a lot of the material in class. One of the roles I take on as the ALT is referred to, often negatively, as a 'tape recorder' whereby I read sections of the text and have students repeat after me to practice drilling of pronunciation, rhythm and intonation. In recent years there has been a shift in English education policy in Japan from passive learning (listening and reading) to active learning (writing and speaking). Teachers demonstrate language used in everyday life situations, help the students with some controlled language practice and finally let them practice and perform orally or produce written work. In this way, there is more focus on the functions of the language, such as asking, agreeing, recommending and so on. Jeremy Harmer devised an effective teaching method (especially for new teachers) called Engage, Study and Activate (ESA). The 'Engage' stage is considered a 'warmer' where the teacher tries to get the students interested and involved in the lesson. In the 'Study' section, the focus is on the construction of the language and correct usage. Finally the 'Activate' part of the lesson encourages students to use as much of the language as they can freely and communicatively. All stages of the ESA method require the skill of elicitation - strategies used by teachers to get students to respond. ESA lessons are flexible. Some of the ways they can be structured include a straight arrow pattern (ESA), boomerang (EASA), or patchwork (any combination as long as it begins with E and ends with A). The final part of this unit discussed correction techniques.Teachers should encourage students to self-correct, have students correct each other, and as a last resort the teacher can make corrections themselves. It is important for the teacher to correct students when the error is with the language point being taught, when the mistake is being repeated and risks being ingrained, or when the mistake becomes a barrier to students' understanding. When correcting writing, it is most effective to make a code and stick to it, and provide students with a chance to correct their own work. Unit 3 was rich in content and provided many great example activities and suggestions for teaching. It was interesting to learn about the different TEFL methodologies and discovering which ones I had seen evidence of in my job. I found it most useful to practice structuring my own ESA based lesson plans. I will definitely use what I have learnt in this unit in my future English lessons.
