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Unit 3 outlines the numerous methodologies and techniques of language pedagogy. These techniques have evolved and elements of historical techniques are still in use today. Some of these techniques are a somewhat strange but they do use some innovative and audacious approaches. The methodologies covered are Grammar-Translation, Audio-Lingualism, Presenation-Practice-Produciton, Task-Based Learning, Communicative Language Teaching, Community Language Learning, the Silent Way, Suggestopedia and Engage-Study-Activate. The Engage-Study-Activate( ESA) methodology is used by the course and is a logical and effective methodology for new teachers. The ESA methodology consists of three phases (Engage,Study,and Activate) that may be used more than once and must follow in a certain order, detailed later. In the 'Engage' phase a the students interest is enhanced by making the lesson stimulating and getting the students involved. In this phase the students should be getting warmed up to speak and think in English as much as possible before going on to the next phase. In the 'Study' phase the students focus on construction of the language. New points are taught and in class exercises given to check their comprehension and pronunciation. In the 'Activate' phase students use the language freely and communicatively. The focus is on fluency with less emphasis on accuracy. Activate phase activities include role-plays, communication games, debates, and story writing. ESA methodology details several ways of using the phases in a lesson. The simplest way is the 'Straight Arrow' lesson in which the phases to in order : Engage -> Study -> Activate. The 'Boomerang' ESA lesson uses the order Engage -> Activate1 -> Study -> Activate2. The 'Patchwork' ESA lesson provides the most flexibility and has the sequence : Engage -> [Any number of Engage,Study,Activate phases] -> Activate. Feedback is important to ensure students know how well they are progressing and encourage self correction. The feedback given depends on the individual students, students cultural norms, stage of lesson, and type of activity. Feedback should be positive, and clearly presented. Teachers must know the difference between 'Errors' caused by systematic or incorrect understanding and 'Mistakes' which are like a typo.
