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Unit 3 is an informative and practical unit on the methods and theories that are used in teaching English as a foreign language and the mistakes that are often made and how to avoid and/or correct them. While giving an overview of some of the most widely used methods, this unit then centers on what ITTT considers to be the most effective approach - the ESA, which stands for Engage, Study, and Activate. These components can be accomplished linearly in a \"straight-arrow approach,\" or they can be mixed and matched throughout a lesson/class, but the lesson/class should always begin with an Engage activity and end with an Activate activity. Unit 3 also goes on to give multiple examples of activities that could be taught or performed in each of the three stages - Engage, Study, and Activate. In the Engage stage, the goal is to get all of the students interested, active, and talking. Student talk time should be very high, while teacher talk time should be very low. The activity should be fun and interesting, such as a game or video, and it would be most effective if it tied into that day's lesson/Study stage, but that is not necessary every time. The Study stage is where the new language idea or construct is taught and learned. Here, unlike in the Engage and Activate stages, correction will happen more frequently, although self-correction and other student correction are preferred over teacher correction. In the Activate stage, students are encouraged to combine what they've learned in the Study stage with what they already know to exhibit understanding and practice their skill. This could be a role-play between multiple students, a debate, or where students have to produce a product and discuss it in front of the class. The last section of this unit deals with how to effectively give feedback and correction. The preferred method is to allow the student to self-correct if possible. If not, peer or other-student correction is preferred. As a last resort, the teacher can correct, but do so without embarrassing, interrupting, or \"spoon feeding\" the student. There was a distinction made between a simple mistake that can be overlooked and an error that could lead to misunderstanding. Correction and feedback should be viewed as a way to encourage learning and participation.
